Acompañamiento pedagógico: estrategia que incide en el rendimiento académico de alumnos del nivel primario
Date
Subject
acompañamiento pedagógico
técnicas e instrumentos del acompañamiento
incidencia
rendimiento académico
pedagogical accompaniment
academic performance
incidence
techniques and instruments of accompaniment
técnicas e instrumentos del acompañamiento
incidencia
rendimiento académico
pedagogical accompaniment
academic performance
incidence
techniques and instruments of accompaniment
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
El acompañamiento pedagógico es una estrategia de intervención que garantiza un alto porcentaje de éxito, no obstante, en ocasiones produce en los docentes rechazo, por el proceso de cómo se realiza, situación que incide en el rendimiento académico de los estudiantes. Para verificar lo planteado la investigacion tiene como propósito analizar el acompañamiento pedagógico como estrategia que incide en el rendimiento académico de alumnos del nivel primario, determinar cómo se realiza el proceso del acompañamiento, identificar las técnicas e instrumentos que se utilizan y evaluar la incidencia del acompañamiento pedagógico en el rendimiento académico de los estudiantes. El estudio aborda un enfoque cuantitativo, con aplicación de cuestionario a 117 docentes, 34 miembros del equipo de gestión de siete centros educativos y un análisis estadístico a 48 actas de calificaciones finales del segundo ciclo del nivel primario. Los resultados muestran que el acompañamiento pedagógico se realiza de forma planificada, con observaciones a la práctica áulica, realizan diálogos reflexivos y dan seguimiento. Estas acciones inciden de manera positiva en el rendimiento académico de los estudiantes, la mayoría obtuvo calificaciones A, B, C que les permitieron promover, hecho que permite inferir que, si se realiza un acompañamiento con estrategias y profesionalismo se obtienen
Pedagogical accompaniment is an intervention strategy that guarantees a high percentage of success; however, it sometimes produces rejection in teachers due to how it is carried out, a situation that affects students' academic performance. To verify what was stated, the research aims to analyze pedagogical accompaniment as a strategy that affects the academic performance of primary-level students, determine how the accompaniment process is carried out, identify the techniques and instruments used, and evaluate the incidence of accompaniment—pedagogy in the academic performance of students. The study addresses a quantitative approach, with a questionnaire applied to 117 teachers, 34 members of the management team of seven educational centers, and a statistical analysis of 48 final report cards of the second cycle of the primary level. The results show that pedagogical support is planned, with observations of classroom practice, reflective dialogues, and follow-up. These actions positively impacted the student's academic performance; the majority obtained A, B, and C grades, which allowed them to be promoted. This allows us to infer that positive results are obtained if support is provided with strategies and professionalism.
Pedagogical accompaniment is an intervention strategy that guarantees a high percentage of success; however, it sometimes produces rejection in teachers due to how it is carried out, a situation that affects students' academic performance. To verify what was stated, the research aims to analyze pedagogical accompaniment as a strategy that affects the academic performance of primary-level students, determine how the accompaniment process is carried out, identify the techniques and instruments used, and evaluate the incidence of accompaniment—pedagogy in the academic performance of students. The study addresses a quantitative approach, with a questionnaire applied to 117 teachers, 34 members of the management team of seven educational centers, and a statistical analysis of 48 final report cards of the second cycle of the primary level. The results show that pedagogical support is planned, with observations of classroom practice, reflective dialogues, and follow-up. These actions positively impacted the student's academic performance; the majority obtained A, B, and C grades, which allowed them to be promoted. This allows us to infer that positive results are obtained if support is provided with strategies and professionalism.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 8 No. 1 (2024): Science and Education; 23-41
Ciencia y Educación; Vol. 8 Núm. 1 (2024): Ciencia y Educación; 23-41
2613-8808
2613-8794
10.22206/cyed.2024.v8i1
Ciencia y Educación; Vol. 8 Núm. 1 (2024): Ciencia y Educación; 23-41
2613-8808
2613-8794
10.22206/cyed.2024.v8i1