Abstract
The objective of this work was to propose a model of reflective pedagogical accompaniment (APR) of the director to strengthen the teaching performance of multi-teaching schools at the primary level. The research was of a basic type and with a descriptive-propositional design. A virtual survey was applied to 120 appointed teachers, whose data were systematized with SPSS and the systematic review of literature was used in various databases on the variables studied. Based on the results, the APR model was proposed. This design is based on socio-constructivist theories, reflective criticism, communicative action, quality process management, virtuality and the development of social skills. The contribution of the APR model incorporates the planning, implementation and evaluation processes; likewise, it incorporates innovative training strategies: pedagogical internships, didactic athenaeums and writing of texts on pedagogical practice. The design must be validated in the field and with expert judgment.
| Translated title of the contribution | APR Model: Pedagogical accompaniment and teaching performance |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 107-118 |
| Number of pages | 12 |
| Journal | Encuentros (Maracaibo) |
| Issue number | 17 |
| DOIs | |
| State | Published - Jan 2023 |
