Estrategias de Seguimiento y su Impacto en los Saberes Pedagógicos en la Formación Inicial Docente

This study analyzed the influence of monitoring and mentoring strategies implemented during the professional practice of students in the 5th and 7th semesters of the Bachelor's Degree in Preschool Education at the Benemérita Escuela Normal Educadora Rosaura Zapata (BENERZ). These strategies were considered key elements in the development of professional competencies aligned with the graduation profile. A quantitative, non-experimental research design was employed, using a structured questionnaire administered to a representative sample of students. Data were analyzed using descriptive statistics and Pearson correlation to identify the relationship between students’ perceptions of strategy effectiveness and the development of teaching competencies. The results revealed a significant positive correlation between the assessment of mentoring strategies and the perceived strengthening of pedagogical knowledge, thus confirming the research hypothesis. Findings indicated that systematic, context-sensitive, and relevant mentoring during professional practice has a favorable impact on the comprehensive training of future preschool teachers. Based on these findings, it is recommended to strengthen training programs for mentoring teachers and to establish feedback mechanisms between the teacher education institution and the practice centers. This study provides empirical evidence supporting the need to rethink and enhance mentoring processes in initial teacher education, highlighting their impact on the quality of preschool education.