Programa de acompañamiento pedagógico desde un enfoque crítico reflexivo en la mejora del desempeño docente de la Institución Educativa Fe y Alegría N° 46 San Juan Bautista 2023

• Autores: Rios Moena, Celestina, Villacorta Ayarza, Fiorella Miluska
• Formato: tesis de maestría
• Fecha de Publicación: 2024
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/10933
• Enlace del recurso: https://hdl.handle.net/20.500.12737/10933
• Nivel de acceso: acceso abierto
• Materia: Competencia profesional; Desempeño de un papel; Docente; Programas de educacíon; Práctica pedagógica; https://purl.org/pe-repo/ocde/ford#5.03.01

The findings are situated within the context of the study following the implementation of a pedagogical assistance program, using a critical reflective approach to improve teaching performance. In this regard, the general purpose was formulated as: To determine the effect of the Pedagogical Accompaniment Program from a critical reflective approach on improving teaching performance. The research type is applicative, with a quasi-experimental design in a single group, with a population consisting of 35 teachers. An instrument validated by experts was used along with a survey approach and a performance test. The critical reflection method allows us to conclude that the Pedagogical Support Program raises teachers' performance levels. This was achieved by comparing the means of the sets of measurements before and after the program using the Student's t-test. Statistical analysis shows distinctions between the variable "Pedagogical Accompaniment Program" with a critical reflective approach and teaching performance. This difference is reflected in a p-value of 0.000, which is less than 0.05. Therefore, it can be concluded that the implementation of the Program led to an improvement in teachers' performance levels.