The impact of pedagogical support on improving teaching practice: a systematic review

Perez-Ruiz J.C.; Chara-De Los Rios T.; Aquije-Mansilla M.E.; Solis-Trujillo B.P. · Seminars in Medical Writing and Education (2025) · DOI: 10.56294/mw2025431

Resumen

Introduction: in the context of educational reforms and the ongoing pursuit of improved teaching quality, pedagogical accompaniment has emerged as a key strategy to strengthen teacher performance. Its implementation has spread across various educational institutions, but the results vary depending on the approach, the training of the mentors, and the institutional culture. Objective: to systematically analyze the impact of pedagogical accompaniment on the improvement of teaching practices, considering studies published between 2021 and 2025. Method: a systematic review was conducted using the PRISMA protocol. Renowned scientific databases such as Scopus and Web of Science were consulted. A total of 568 documents were identified, of which 86 met the inclusion criteria. The review focused on empirical studies with qualitative, quantitative, and mixed method approaches that addressed the relationship between pedagogical accompaniment and teaching improvement. Results: the reviewed studies reveal that pedagogical accompaniment fosters reflection on practice, improves methodological strategies, promotes classroom innovation, and strengthens teachers’ professional development. Factors influencing its effectiveness were also identified, such as the quality of feedback, mentor training, time allocated to the process, and the willingness of the accompanied teacher. Conclusions: pedagogical accompaniment is an effective tool for improving teaching practice, if it is guided by principles of collaboration, contextualization, and continuous improvement. Its implementation must be supported by clear policies, adequate resources, and a formative approach focused on professional teacher growth.

Instituciones: Universidad César Vallejo