Bibliographic citations
Torres, M., (2019). El acompañamiento pedagógico y el desempeño docente en la Red Educativa 04 de la UGEL 03, Lima 2015 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/5570
Torres, M., El acompañamiento pedagógico y el desempeño docente en la Red Educativa 04 de la UGEL 03, Lima 2015 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2019. https://repositorio.une.edu.pe/handle/20.500.14039/5570
@phdthesis{renati/916534,
title = "El acompañamiento pedagógico y el desempeño docente en la Red Educativa 04 de la UGEL 03, Lima 2015",
author = "Torres Gonzales, Mirian Rosario",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2019"
}
The objective of this research was to determine the relationship between pedagogical accompaniment and teaching performance in the educational network 04 of the UGEL 03 in Lima, 2015. The type of research used has been the descriptive correlational level, whose design is non-experimental and transverse nature. The study population was constituted by the teachers of Network 04, data collection was obtained through 2 instruments, validated by expert judgment. For the analysis of the internal consistency of the instruments the Cronbach's alpha was used, which reflected that they had good internal consistency. The results show that there is a very significant correlation between the pedagogical accompaniment and the teaching performance. It also shows that the planning of the pedagogical accompaniment must be a collegiate planning, the majority (51%) of the teachers qualify as regular. Principals should be empowered with strategies to accompany their teachers and not only be provided with training where only administrative aspects are provided, so that they can be accompanied in their classrooms and with their teachers, 89% consider that one of the fundamental aspects for the success of the task of the companion is the gradual construction of a climate of acceptance and trust with the teacher and the director he accompanies; To achieve this climate, it is important that the pedagogical accompanist be a competent teacher for their pedagogical work and with legitimacy and leadership among their colleagues.
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