Headnote
ABSTRACT
Introduction: Through the implementation of a pedagogical accompaniment program from a critical reflective approach, we seek to improve the teaching performance of educational institutions, contributing to a comprehensive preparation of teachers.
Purpose: The present research evaluated the teaching performance of educational institutions using as a strategy the implementation of a pedagogical accompaniment program from a critical reflective approach.
Theoretical Framework: It was based on the following theoretical foundations: on the critical reflective approach; the critical theory of education (Giroux, 1983. Mc Laren 1989), in relation to teacher accompaniment the theory of educational coaching (Bronckbank and Mc Gill 1988) and the theory of mentoring (Zachary 2000) and in relation to teacher performance improvement; the theory of teacher professional development (Day, 1999) and teacher performance evaluation (Danielson, 1996), are theories that contribute to the development of models and theoretical frameworks for the improvement of teacher performance as well as the understanding of the relationship between accompaniment and teacher performance improvement.
Design/methodology/approach: A quantitative research with a quasi-experimental design was developed with the participation of 35 teachers, including primary and secondary school teachers from public educational institutions in the city of Iquitos, Peru.
Results and Discussion: An analysis of the findings of the entrance test prior to the application of the pedagogical assistance program, using a critical reflective methodology, confirmed the premise of the study, which suggests that the application of a pedagogical assistance program based on a critical reflective approach increases teachers' performance. The premise of the study, which suggests that the application of a pedagogical assistance program based on a critical reflective approach increases teachers' performance, was confirmed. Student's t-test was used to compare the means of the measures taken before and after the implementation of the program. The P value obtained of 0.000, which is below the significance level of 0.05, indicates the presence of statistically significant changes. The results indicated that the implementation of the program allowed increasing the performance levels of teachers.
Research, practical and social implications: It can be affirmed that the pedagogical accompaniment program from a critical reflective approach can foster collaboration between educational institutions and the creation of support networks for teachers.
Originality/value: It can be affirmed that the pedagogical accompaniment program from a critical reflective approach to improve teacher performance is original and valuable since it combines a critical approach with reflection, focuses on improving teacher performance and can contribute to the improvement of education.
Keywords: Teacher Performance, Pedagogical Accompaniment Program, Critical Reflective Approach.
RESUMO
Introdução: Por meio da implementação de um programa de acompanhamento pedagógico a partir de uma abordagem crítico-reflexiva, o objetivo é melhorar o desempenho pedagógico das instituições de ensino, contribuindo para a preparação integral dos professores.
Objetivo: A presente pesquisa avaliou o desempenho docente de instituições de ensino utilizando como estratégia a aplicação de um programa de acompanhamento pedagógico a partir de uma abordagem crítico-reflexiva.
Quadro teórico: Baseou-se nos seguintes fundamentos teóricos: na abordagem crítico-reflexiva; na teoria crítica da educação (Giroux, 1983. Mc Laren 1989), em relação ao acompanhamento do professor, a teoria do coaching educacional (Bronckbank e Mc Gill 1988) e a teoria da mentoria (Zachary 2000) e, em relação à melhoria do desempenho do professor, a teoria do desenvolvimento profissional do professor (Day, 1999) e a avaliação do desempenho do professor (Danielson, 1996), são teorias que contribuem para o desenvolvimento de modelos e estruturas teóricas para a melhoria do desempenho do professor, bem como para a compreensão da relação entre o acompanhamento e a melhoria do desempenho do professor.
Projeto/metodologia/abordagem: Foi realizada uma pesquisa quantitativa com um projeto quase experimental com a participação de 35 professores, incluindo professores do ensino fundamental e médio de instituições educacionais públicas da cidade de Iquitos, Peru.
Resultados e discussão: Uma análise dos resultados do teste de entrada antes da implementação do programa de assistência pedagógica, usando uma metodologia de reflexão crítica, confirmou a premissa do estudo, que sugere que a implementação de um programa de assistência pedagógica com base em uma abordagem de reflexão crítica aumenta o desempenho dos professores. A premissa do estudo foi confirmada, sugerindo que a implementação de um programa de assistência pedagógica com base em uma abordagem reflexiva crítica aumenta o desempenho dos professores. O teste t de Student foi usado para comparar as médias das medidas pré e pós-programa. O valor P obtido de 0,000, que está abaixo do nível de significância de 0,05, indica a presença de mudanças estatisticamente significativas. Os resultados indicaram que a implementação do programa levou a um aumento nos níveis de desempenho dos professores.
Implicações para a pesquisa, práticas e sociais: Pode-se afirmar que o programa de acompanhamento pedagógico a partir de uma abordagem reflexiva crítica pode promover a colaboração entre instituições educacionais e a criação de redes de apoio para professores.
Originalidade/valor: Pode-se afirmar que o programa de acompanhamento pedagógico a partir de uma abordagem crítico-reflexiva para melhorar o desempenho do professor é original e valioso, pois combina uma abordagem crítica com reflexão, concentra-se na melhoria do desempenho do professor e pode contribuir para a melhoria da educação.
Palavras-chave: Desempenho do Professor, Programa de Apoio Pedagógico, Abordagem Crítico-Reflexiva.
RESUMEN
Introduccion: A través de la implementación de un programa de acompañamiento pedagógico desde un enfoque crítico reflexivo, se busca mejorar el desempeño docente de las instituciones educativas, contribuyendo a una preparación integral de los docentes.
Propósito: La presente investigación evaluó el desempeño docente de las instituciones educativas teniendo como estrategia la aplicación de un programa de acompañamiento pedagógico desde un enfoque crítico reflexivo
Marco Teórico: Se basó en los siguientes fundamentos teóricos: sobre el enfoque critico reflexivo; la teoría critica de la educación (Giroux, 1983. Mc Laren 1989), en relación al acompañamiento docente la teoría Coaching educativo (Bronckbank y Mc Gill 1988) y la teoría de Mentoría ( Zachary 2000) y en relación a la mejora del desempeño docente; la teoría del desarrollo profesional docente (Day, 1999) y la evaluación del desempeño docente (Danielson, 1996), son teorías que contribuyen al desarrollo de modelos y marcos teóricos para la mejora del desempeño docente así como la comprensión de la relación entre el acompañamiento y la mejora del desempeño docente.
Diseño/metodología/enfoque: Se desarrolló una investigación cuantitativa con un diseño cuasi experimental, con la participación de 35 docentes entre docentes del nivel primario y secundario de las instituciones educativas públicas de la ciudad de Iquitos - Perú.
Resultados y Discusión: Al realizar un análisis de los hallazgos de la prueba de ingreso previo a la aplicación del programa de asistencia pedagógica, usando una metodología reflexiva crítica. Se confirmó la premisa del estudio, que sugiere que la aplicación de un programa de asistencia pedagógica basado en un enfoque reflexivo crítico incrementa el desempeño de los docentes. Se usó la prueba t de Student a fin de comparar las medias de las medidas realizadas previo y posterior de la implementación del programa. El valor de P obtenido de 0,000, que está por debajo del nivel de significancia de 0,05, señala la presencia de cambios estadísticamente significativos. Los resultados indicaron que, la implementación del Programa permitió incrementar los niveles de desempeño de los docentes.
Investigación, implicaciones prácticas y sociales: Se puede afirmar que el programa de acompañamiento pedagógico desde un enfoque crítico reflexivo puede fomentar la colaboración entre instituciones educativas y la creación de redes de apoyo para los docentes.
Originalidad/Valor: Se puede afirmar que el programa de acompañamiento pedagógico desde un enfoque crítico reflexivo para mejorar el desempeño docente es original y valiosa ya que combina un enfoque crítico con la reflexión, se centra en la mejora del desempeño docente y puede contribuir a la mejora de la educación
Palabras clave: Desempeño Docente, Programa de Acompañamiento Pedagógico, Enfoque Crítico Reflexivo.
1 INTRODUCTION
According to UNESCO (2014), education is a complex process that requires teachers who are reflective, critical, and committed to the continuous improvement of their practices. According to Gaspar and Rojas (2016), the teaching profession requires a significant level of capacity and empathy between teachers and students. This is because the educational process involves an interactive dynamic between teachers and students within the classroom. Furthermore, educational institutions aim to encourage lifelong learning in students. However, traditional teacher training often focuses on the transmission of technical knowledge and skills, without considering the complexity of the educational context and the specific needs of teachers.
According to Pérez (2015), the lack of promotion of reflective dialogue with teachers is a major challenge to achieving good education. The Framework for Good Teacher Performance (MINEDU, 2013) proposes that effective educators demonstrate a capacity for self-reflection and participation in continuous learning efforts, in order to build and authenticate their professional identity and obligations.
As educators, it is widely acknowledged that there is a prevailing consensus that the effectiveness of an educational system depends essentially on the caliber of teachers' work (Urriola, 2013). In addition to improving educational materials, study guides, curricula, textbooks, and infrastructure, the presence of critically reflective teachers committed to improving their teaching performance from an ethical, evaluative, and professional perspective is imperative to achieving tangible transformations in the world.
In this sense, the critically reflective mentoring program for improving teacher performance is proposed as an innovative and effective alternative to support teachers in their continuous improvement process. This program focuses on critical reflection and collaborative action, with the goal of strengthening teachers' capacities to address classroom challenges and improve the quality of education.
2 THEORETICAL FRAMEWORK
According to Rodríguez, Hopkins, and Leyva (2016), the Educational Support Program can be defined as a type of job training that is implemented both before and during work. Critical reflective pedagogical support, as defined by MINEDU (2017), is a pedagogical technique focused on the educational institution and facilitated by peers. The purpose of this technique is to improve both individual and group teaching practices, facilitate the development of a professional profile, and reinforce institutional autonomy, leading to better student learning outcomes.
Its main objective is to improve learning outcomes by enhancing the educational process within the classroom. Each teacher should be assigned a mentor who visits them during office hours as a crucial component of the plan. The mentor's role is to facilitate contact and establish a connection between the teaching process and the students' learning. This includes training exercises, educational resources, and group workshops.
Schön (1983), cited by Restrepo (2004), argues that teachers should engage in "reflection in action" or reflective dialogue to address problematic situations, develop pedagogical knowledge, critically evaluate their practice, and subsequently transform it into a tangible reality. As stated by MINEDU (2017), it is essential for educators to assimilate into the social and cultural environment, establish effective communication, and foster lasting emotional connections.
According to Cuenca (2011), the inclusion of the teaching performance category at the Latin American level in the early 2000s can be attributed to two main factors: a lack of recognition of the teaching profession and a mismatch between the economic system and the current educational system. Landscape (p. 31).
Therefore, the concept of teacher performance refers to the cognitive, individual, and vocational assets that educators utilize in their routine pedagogical endeavors. Furthermore, one could infer that the phrase denotes a set of talents that are always changing. Therefore, teacher performance encompasses the many actions undertaken by educators within the classroom, including a variety of tactics and strategies aimed at effectively implementing their instructional curricular recommendations. (Martínez and Lavín (2017), Díaz (2006)
Following the research, the Pedagogical Support Program will be established using a critically reflective approach based on mastering the Framework for Good Teacher Performance (2014), which will now be named after the dimensions. There are two main components to effective education: preparing students to learn and teaching them how to learn.
Preparing students for learning. According to MINEDU (2014), preparing students for learning encompasses several key components. These include adopting cross-cultural and inclusive approaches in curriculum planning, a comprehensive understanding of the factors that influence students, developing teaching skills, and assessing learning outcomes.
Teaching for student learning. According to MINEDU (2014), the development of teaching competencies must be carried out in a cross-cultural and inclusive manner. This involves not only facilitating and supervising teachers in an optimal learning environment.
3 METHODOLOGY
The research study is applied, generally referred to as practical and empirical research, since it takes advantage of the information acquired through fundamental research to understand and address urgent issues (Sánchez et al., 2018, p.79)
The design is pre-experimental, that is, a pretest/ posttest design with a single group, in which the independent variable was modified to determine its impact on the dependent variable. This was achieved through the administration of a pretest and a posttest.
4 RESULTS
The results and analysis of the data obtained to measure Critical Reflective Thinking. Based on the items from the assessment instrument, the results were divided into four aspects (dimensions), which are expressed below: Knowledge Autonomy, Inference, Self-Regulation, Metacognition.
The findings that support the hypotheses that pose different disparities in the improvement of the teaching capacity of the experimental group before and after the implementation of the Pedagogical Support Program are presented, examined through a critical reflective lens.
Similarly, in Table 1, the experimental group achieved a mean teaching performance score of 61.60 with a standard deviation of 15.900 in the pretest. In the posttest, the mean teaching performance score increased to 135.25 with a standard deviation of 28.630. The t-value is -13.531 with a significance threshold of 0.05, demonstrating a substantial difference in teaching technique.
The pretest findings indicate that the experimental group achieved a coefficient of variability of 25.853%, suggesting a moderate level of variability. The posttest findings also showed similar results, with a coefficient of variation of 21.170%.
Student 's t-test revealed a significant difference (p<.005) in the level of teacher performance when comparing the preand post-implementation means of the Pedagogical Support Program. This finding supports the alternative hypothesis. Teachers were able to improve their performance by using a pedagogical support program that included a critical reflective approach.
The findings comparing the hypotheses are presented, allowing us to identify significant differences in the enhancement of the variable "Readiness for learning" between the students in the experimental group before and after the implementation of the Pedagogical Support Program, analyzed through a critical reflective lens.
The experimental group exhibited an average score of 35.73 with a standard deviation of 11.729 in the pretest, which demonstrates their level of preparedness for learning. In the posttest, the experimental group achieved an average score of 67.58 with a standard deviation of 14.903. The calculated t-value of 11.198, accompanied by a p-value, indicates a statistically significant disparity in students' readiness to learn.
It can be seen that the experimental group exhibited a coefficient of variability of 32.826% during the pretest, indicating a moderate level of variability. This pattern was also evident in the posttest, when a coefficient of variation of 22.052% was reached.
A critical reflective analysis using the Student t-test revealed statistically significant differences (p < .005) in the students' learning readiness dimension, comparing the means of the preand post-implementation measurements of the Pedagogical Support Program. Therefore, the alternative hypothesis is accepted. The implementation of the Pedagogical Support Program, approached from a critical reflective perspective, led to improved teacher performance.
The comparison of the hypotheses that propose substantial differences in the enhancement of the "Teaching for Student Learning" dimension between the experimental group before and during the implementation of the pedagogical assistance program, evaluated using a critical reflective approach, is appreciated.
Regarding the Teaching for Student Learning dimension, the experimental group presented a mean score of 26.04 with a standard deviation of 7.373 in the pretest. However, in the posttest, the mean score increased to 67.65 with a standard deviation of 15.472. The obtained t-value of -14.242, accompanied by a p-value less than 0.05, indicates a statistically significant difference in relation to the Teaching for Student Learning dimension.
According to the data shown in Table 3, the experimental group showed a coefficient of variation of 28.315% in the pretest, indicating a moderate level of variability. This pattern was also evident in the posttest, where a coefficient of variation of 22.868% was recorded.
Using a critical reflective approach and the Student t-test, comparing the means of the preand post-implementation measurements of the Pedagogical Support Program revealed statistically significant differences (p < .005) in Teaching for Student Learning. Therefore, the alternative hypothesis is accepted. Educators demonstrated an improvement in their competence to facilitate student learning through the implementation of the Program.
5 DISCUSSION
By analyzing the findings of the entrance exam prior to the implementation of the teaching assistance program, using a critical reflective methodology, the study's premise was confirmed, suggesting that the implementation of a teaching assistance program based on a critical reflective approach increases teachers' performance. Student 's t-test was used to compare the means of the measurements taken before and after the program's implementation. The P value obtained was 0.000, which is below the 0.05 significance level, indicating the presence of statistically significant changes. The link between the Teaching Assistance Program variable and improved teacher performance was examined using a critical reflective method. Thus, the implementation of the Program led to an increase in instructors' performance levels.
Comparing these findings with Martínez's (2016) assertions regarding the correlation between a teacher support program and its impact on performance, Martínez supports the notion that 83% of the teachers involved in her study believe that a teacher support plan is essential to address current challenges. In contrast, the remaining 17% of teachers believe that a teacher support plan is sometimes necessary.
Likewise, the aforementioned findings are relevant to the research conducted by Aravena (2020) on the correlation between a pedagogical support program and teacher performance. The findings indicate that a significant majority of principals, specifically 77.5%, perceive pedagogical support as a valuable technique for teachers to acquire information relevant to their instructional methods. Likewise, the findings indicate that 77.1% of principals viewed classroom assistance as a means for teachers to improve their knowledge, while 74.2% stated that pedagogical support allows them to critically reflect on their teaching methods (74.2%). Therefore, it can be inferred that there is a significant association between pedagogical support and the instructional methods used by educators.
Chuqui 's (2019) study, which states that principal and coordinator monitoring has a direct impact on teachers' ability to meet field standards through improved classroom performance as a result of teachers' greater adherence to these standards. This study, along with findings from other studies, show a correlation between a support program and improved practice among participating instructors.
Subsequently, it is suggested that the Pedagogical Support Program, with a critically reflective approach, raises teachers' performance levels in the dimension of Student Readiness for Learning. The hypothesis was validated by the observation of statistically significant disparities in the dimension of Student Readiness for Learning, as shown by a P value of 0.000, after the program's implementation. This was determined using Student 's t-test . Consequently, the alternative hypothesis was accepted. This suggests that the implementation of the Pedagogical Support Program, when approached critically and reflectively, led to an improvement in teachers' performance in this dimension.
Regarding the correlation between the learning readiness dimension and academic achievement, Bolo and Martinez (2021) state that educators who offer instructional assistance prioritize teachers who face challenges, particularly in areas such as standardization. They have observed notable improvements in the instructional practices of these teachers, resulting in higher student achievement rates. The findings consistently indicate that the absence of assistance throughout the learning readiness process makes it difficult to achieve significant improvements in students' learning outcomes.
The findings suggest that the use of a pedagogical support program, approached through critical reflection, improves teachers' performance in the Teaching for Student Learning dimension. This supports the researchers' hypothesis, as demonstrated by comparing the mean measurements taken before and after the program's implementation using the Student t test . The adoption of the Pedagogical Support Program from a critical reflection perspective resulted in substantial changes, indicating that teachers increased their performance in the Teaching for Learning dimension.
Cruz (2019) points out that the mentoring process not only provides better educational practice but also enhances learning effectiveness. One of the findings shows that educators are considered to be fluent in conveying the objectives of the educational process and using comprehensible language appropriate to students' cognitive abilities. This helps motivate children to learn and provides them with advanced knowledge of what they will learn. Therefore, a strong correlation could be seen between Cruz's findings and the study related to the second specific hypothesis.
6 CONCLUSIONS
Teacher performance is enhanced with the implementation of the Pedagogical Coaching Program, which incorporates a critically reflective approach. Significant changes are observed when comparing preand post-test measurements using the Student t-test , as shown by a P value of 0.000, which is below the conventional threshold of 0.05. This finding suggests that the program had a positive impact on teacher performance, leading to an increase in their overall performance.
The impact of the Pedagogical Support Program on teachers' performance in terms of students' preparedness for learning, examined through a critically reflective method, was evident through a comparison of the mean measurements taken before and after the program's implementation. The findings indicated that teachers experienced an improvement in their performance in the preparedness dimension. This improvement could be appreciated through a critically reflective approach.
Data validation demonstrates that the use of a pedagogical support program, approached through critical reflection, effectively improves teachers' performance in relation to the didactic component for student learning. The findings indicate that the implementation of a pedagogical assistance program using a critical reflection approach leads to improved teacher performance in the domain of student learning. Student 's t-test demonstrated statistically significant changes when comparing means before and after the program. This finding corroborates that educators exhibited improved performance in this particular aspect after the program's introduction.
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