Gladys Elizabeth Rodríguez Rodríguez, Patricia Ullana Gutiérrez Mendoza

DOI: 10.59427/rcli/2023/v23cs.2442-2454

The aim of this research is to carry out a systematic review of the literature on the pedagogical accompaniment of initial education teachers during the last five years. A systematic review methodology was used and academic search engines such as EBSCO, ProQuest, Scielo and Google Scholar were used. The search was limited to the years 2019-2023 and included studies that address pedagogical accompaniment as an intervention to improve teaching practice and that report results related to the impact of pedagogical accompaniment on teaching practice and student learning. In conclusion, it is evident that pedagogical accompaniment is a fundamental tool to improve the quality of initial education and professional development of teachers. Its implementation requires the commitment of institutions and stakeholders to ensure its success.

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