Abstract

MONTES-SERRANO, Uriel. Teaching support to improve pedagogical practice. Universidad y Sociedad [online]. 2023, vol.15, n.4, pp. 252-259.  Epub Aug 30, 2023. ISSN 2218-3620.

The purpose of this study is to describe the perceptions that teachers have about accompaniment in a blended master's degree in education at a private university in Lima. The case study was used from an epistemic perspective to explore the meanings and meanings of the participating subjects, the technique used was the interview. The results indicate greater acceptance among the teachers interviewed in the horizontal accompaniment, highlighting that it generates mutual learning in time management, didactic skills, collaborative work, teaching planning and innovation. It was also found that the accompaniment in this higher education institution should be focused on reflection, counseling, and horizontal feedback if it is intended that teachers innovate their pedagogical practice. Likewise, the teacher training plan should meet the individual and collective pedagogical needs of teachers, respond to the pedagogical ideology and institutional policy. A relevant conclusion is that a horizontal, not vertical, accompaniment has positive significance in the learning achievement of students, in the pedagogical innovations that teachers could implement in the development of their courses and in their professional development.

Keywords : Teaching accompaniment; Pedagogical practice; Blended learning education; Technological tools.

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