Acompañamiento pedagógico como estrategia de mejora de las prácticas en aula y el desarrollo profesional docente

Zusammenfassung

The aim of this research is to assess the pedagogical accompaniment practices in order to understand their implications in teaching professional development and improving teacher’s performance in the classroom throughout educational institutions in Temuco, capital city of Araucanía Region, Chile. This research is compound of three empirical studies, addressed from a mixed methodological perspective. The results revealed the prevalence of a traditional-prescriptive approach during their implementations. All teachers showed significant improvements in their performance; however, the groups that used ideographic rubric got greater gains. The participants stated that the use of rubrics is a resource that favors collaborative learning, guides feedback and critical reflection about pedagogical practice, especially when you can participate in its design. The results indicate that the use of ideographic rubrics considerably stimulate the guidance and training feedback, contributing to the development and higher quality pedagogical dialogue and approached (focused) on students learning.