Erika Jacqueline Salazar Rojas
DOI: 10.59427/rcli/2023/v23cs.2990-2999
The purpose of this detailed review is to examine the scholarly output related to pedagogical accompaniment. It aims to synthesize the volume of studies conducted over the past five years in the field, as well as to prioritize the most relevant definitions for future research. The methodological approach has been descriptive and interpretative in nature, with a comparative component and bibliographic analysis. Sixty articles from journals with recognized scientific impact have been selected and examined. Findings from this review indicate a consensus in considering pedagogical accompaniment as a key educational tactic that enhances teachers’ skill development. It is noteworthy that interest in this topic reached its peak during the years 2020 and 2021, accounting for 64% of the publications. This trend underscores the increasing relevance of pedagogical accompaniment in the specialized literature.
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