Advice for the improvement of teaching practices: lived experiences in basic education in a state in southeastern Mexico
Asesoría para la mejora de las prácticas docentes: experiencias vividas en educación básica en un estado del sureste de México
Assessoria para a melhoria das práticas de ensino: experiências vividas na educação básica em um estado do sudeste do México
| 2024 | |
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asesoramiento educativo experiencias de asesoría pedagógica mejora de las prácticas docentes educación básica acompañamiento pedagógico educational coaching pedagogical advice experiences improvement of teaching practices basic education pedagogical support aconselhamento educativo experiências de aconselhamento pedagógico melhoria das práticas docentes ensino básico apoio pedagógico |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3548
https://hdl.handle.net/20.500.11968/7526 http://hdl.handle.net/20.500.11968/7526 |
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| Acceso abierto |
| Sumario: | The objective of this study is to analyze lived experiences of technical-pedagogical advice in basic education in a state in southeastern Mexico. The advisors are school supervision personnel responsible for accompanying teachers in their educational improvement processes. The methodology employed is qualitative and takes up elements of phenomenology to access a deep understanding of the human experience of the daily life of the incarnated person, located in a sociocultural and historical context, in which they live in a meaningful way. The analysis is guided by Giorgi's (2009) proposal, in which narrative plays a relevant role as a fundamental path by which people organize the world. The analysis obtained four types of counseling intervention: counseling as a search for meaning, advice as resignification and transformation, advice as innovation, and advice as redemption. Thus, depending on the advisor's relationship with the teaching staff and the purposes and direction he gives to his work, he will use different strategies. However, the different types of intervention have a vision close to school effectiveness in common. It can be questioned, then, about the need to redefine the advice from a critical approach, which takes the right to education and educational inclusion as a framework. However, such conclusions must consider the study's limitations, such as that the advisors were the key informants. |
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