PEDAGOGICAL SUPPORT

Guide for teachers and trainers

Pedagogical accompaniment involves emotions and feelings, which are expressed in the way we interact with others to achieve meaningful experiences. Accompaniment must become a way of school life that mobilizes all pedagogical action towards a quality school, prioritizing the well-being of all actors and their learning, as well as making the reflective attitude germinate as a natural habit of the pedagogical process. Distributed leadership to conceive and implement suitable processes, inventiveness and innovations, which are evidenced in the professional development of teachers and the learning results of students.

This Guide arises from the author's consolidated experience in continuous teacher training and research. It constitutes a contribution that guides the implementation of pedagogical support in a constructivist perspective that can influence changes for school improvement in the teaching-learning processes of students.

Each chapter includes a description and guidelines to define the different processes involved in pedagogical support, as well as a recommended bibliography.

INDEX EXTRACT

1. Pedagogical support: an alternative for teacher training in practice

2. Characteristics of pedagogical support as situated continuous training

3. Modalities for the implementation of pedagogical support

4. Pedagogical support: scope and purposes

5. Accompanying mentors and those accompanied. Who can implement pedagogical support?

6. Constructivist practices to plan pedagogical support

7. Strategies and instruments to support accompaniment as continuous training

8. Objectives and procedures for formative evaluation of pedagogical support

9. Factors that can hinder the success of pedagogical support

SUBJECTS

 Psychopedagogical advice

Educational quality

Competencies

Classroom management

Leadership

Joselin TAVERAS-SÁNCHEZ, has a Doctorate in Education from the University of Seville, a Master's Degree in Education and is a specialist in the teaching of Language and Mathematics at the Initial Level and First cycle of the Primary Level, at the Technological Institute of Santo Domingo (INTEC). She has held positions in public and private institutions coordinating and implementing continuous training and pedagogical support programs for teachers and technical teams, as well as programs in international organizations (among them, OEI, USAID). She is a researcher and professor and, currently, National Coordinator of Teaching Practice at the Salomé Ureña Higher Teacher Training Institute (ISFODOSU), the Pedagogical University of the Dominican Republic.