Abstract
<p style="text-align:justify">Technical and pedagogical counseling as accompaniment benefits teachers’ development. However, there are information gaps on the specific impact of counseling with a socio-formative approach on both professionalization and the improvement of teaching practice. The objective is to analyze the relationship between these three elements. A cross-sectional study with a quantitative approach was employed. A validated questionnaire was applied to a representative sample of 212 teachers. The information analysis was carried out through statistics: descriptive, correlational, and linear regression, whose level of significance was: <.01-. 05. Teachers consider that technical and pedagogical counseling from socio-formation fosters the development of an ethical life project, promotes problem solving in their educational practice, collaborative work, metacognition, and entrepreneurship (92.78 ± 14.3). The correlational analysis showed a significant relationship between socio-formative pedagogical technical counseling and teaching practice, the latter of which was enhanced by the former. In the linear regression analysis, the best model of pedagogical technical counseling is made from socio-formation, which predicts a 71% improvement of teaching practice. As a result, this form of counseling benefits both professionalization and teaching practice through metacognition.</p>
Highlights
Technical-pedagogical counseling is recognized in some countries as a process of pedagogical accompaniment, which implies a process of construction between peers through the exchange of experiences with the possibility of improving the professional learning of teachers (Cantillo & Calabria, 2018)
Teachers consider that technical and pedagogical counseling from socio-formation fosters the development of an ethical life project, promotes problem solving in their educational practice, collaborative work, metacognition, and entrepreneurship (92.78 ± 14.3)
The characteristics of socio-formation that participants highlighted the most in terms of their impact on professionalization included: the elaboration of an ethical life project, the encouragement of problem solving for teacher’s educational tasks, carrying out collaborative work, opening spaces for metacognition aimed at teaching practice and entrepreneurship to face obstacles or come up with projects (92.78 ± 14.3)
Summary
Technical-pedagogical counseling is recognized in some countries as a process of pedagogical accompaniment, which implies a process of construction between peers through the exchange of experiences with the possibility of improving the professional learning of teachers (Cantillo & Calabria, 2018). It is considered as a process of support, accompaniment, and pedagogical guidance. Pedagogical technical advice, is considered, an institutional professional development strategy for active teachers, coordinated and implemented by supervisors, managers and supported by experienced advisers (López & García, 2021). Technical-pedagogical advice is defined as a theoretical, methodological, systematic, and planned activity that requires training and responsibility
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