El acompañamiento como parte fundamental de procesos de formación integral. Un vistazo desde la experiencia en cinco instituciones educativas

There are many ways to mediate in the classroom, however, they all converge in the search for comprehensive training, this research seeks to recognize which accompaniment strategies are implemented in five Colombian educational institutions, so that they serve as a basis for formulating tutorial actions based on the cognition located, for this reason an analysis was carried out of how teachers develop various tools, strategies and methodologies for tutoring in the classroom, taking into account a) the dialogue with teachers through interviews, b) the observation of classes and c) the analysis of a survey. In this way, it is evident that teachers perceive classroom support in various forms depending on the different situations in which it is implemented, as it may be viable or relevant, also, the manner in which it is carried out, which is related to the various activities through which learning is mediated, and finally, the different approaches that pertain to methodology and the use of different strategies, taking into account the sociocultural context of the students, through physical environments or mediating learning through ICT. Teachers recognize the importance of using appropriate strategies, assessment, and school guidance. However, the implementation of tutorial actions considering the context depends more on their own conceptions; therefore, greater support in the educational institutions is necessary to strengthen training processes and learning mediation in more effective ways.