A current challenge: pedagogical support, the way to improve the actions of teachers

Abstract

schools in Samborondón, Ecuador, where problems were identified in the design and management of educational resources that differ in the quality of education. The need to strengthen didactic orientation processes was identified, which for most teachers are irrelevant because they do not have an internal program to validate their effectiveness. The objective is to understand the factors that determine high levels of educational quality. The gap that prevents the achievement of a permanent and effective professional instruction is marked by the deviation between the pedagogical experience and the learning context with social, natural and community meaning. For this reason, the implementation of a pedagogical accompaniment program aimed at improving teachers' actions was proposed. The methodology had a quasi-experimental approach in which two analysis groups participated. The results showed an increase from 13.3% (good level) to 86.7% (very good level). The variation of the average range between the experimental and control groups by means of the posttest was 29.94 according to the Mann-Whitney U test, a result that showed a significant difference according to the p value 0.000. It was concluded, from the application of the accompaniment program, that the experimental group significantly improved the preparation for teaching, the application of methodological processes, the participation in the management of the school articulated to the community and the development of professionalism and identity.