Bibliographic citations
Lozano, A., Toscano, M. (2022). Percepciones de docentes y directivos escolares sobre el desarrollo profesional docente a través del acompañamiento pedagógico en una escuela pública de educación básica de Lima Metropolitana [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/661246
Lozano, A., Toscano, M. Percepciones de docentes y directivos escolares sobre el desarrollo profesional docente a través del acompañamiento pedagógico en una escuela pública de educación básica de Lima Metropolitana [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/661246
@mastersthesis{renati/1293187,
title = "Percepciones de docentes y directivos escolares sobre el desarrollo profesional docente a través del acompañamiento pedagógico en una escuela pública de educación básica de Lima Metropolitana",
author = "Toscano Hilario, Milena Diana",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
The purpose of this study was to find out the perceptions of a group of teachers and school directors from a public basic education school in Metropolitan Lima (Peru) about the professional development of teachers, through the support they receive from their school directors. This inquiry was carried out through a qualitative-phenomenological method and for the data analysis process, the thematic analysis was considered. From this, semi-structured interviews were developed with six teachers and three school directors. The results of the participants' perceptions show that, through the pedagogical accompaniment, led by school directors, the teachers assume its direct impact on their professional and personal development, in the same way, for the improvement of their practices in the classroom. This perception is replicated with the same importance for school directors, highlighting in their case, that pedagogical support should be a responsibility that spends more time on their duties. On the other hand, it was found that some teachers perceive that, in order to develop and maintain an adequate accompaniment, the director must have and/or constantly develop socio-emotional skills such as empathy, trust, assertive communication, and maintain an adequate climate that allows managing a healthy relationship and continuous feedback with teachers. Finally, managers perceive that the development of these skills are a constant need within their development, for this reason they mention that training and receiving the facilities of the Ministry of Education, specifically in the role of companions, are essential.
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