Visitas áulicas y el acompañamiento pedagógico

Classroom visits and pedagogical accompaniment are essential to raise the quality of education in the current context. This study aims to analyze relevant articles on these practices through a review of documents in Google Scholar, where six articles were examined using the PRISMA method, which includes the phases of identification, triage, eligibility, and inclusion. In the identification phase, articles were selected that addressed classroom visits and pedagogical accompaniment. During triage, exclusion criteria were applied to rule out those that did not meet the established requirements, such as non-publication in scientific journals. In the eligibility phase, the remaining articles were evaluated in relation to their relevance and quality. And six articles that met the criteria for the years 2023, 2024 and 2025 were included, offering an updated perspective on the topic. The results indicate that classroom visits provide support, follow-up and accompaniment to educators, thus promoting continuous improvement in their practices. When pedagogical accompaniment is required, it is carried out within the educational institution, fostering an environment of cooperation and collaboration. The study highlights that classroom visits represent valuable opportunities to enrich the teaching process, allowing teachers to work collaboratively and ensuring that classes are meaningful and focused on student learning.