Accompaniment Program: a Critical Reflective Approach to Teacher Performance

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.