Teaching Performance and Pedagogical Accompaniment in Multigrade Educational Institutions

Abstract

The purpose of this research was to find the concomitance between teaching performance and pedagogical accompaniment and in IE. Multigrade of the local educational management unit of Huancabamba. The methodology was quantitative for having to use data to obtain the statistics and it was descriptive explanatory, with a non-experimental cross-sectional design, when carrying out a questionnaire to be answered by the 30 teachers as an intentional sample, the following was applied: the Shapiro Wilk Normality test and Spearman's Rho correlation test, approving the general hypothesis. But, as a result of having changed the context from face-to-face to virtual, in the last two years due to the pandemic, educational agents had difficulties adapting. Faced with this diagnosis, we realized that there were difficulties in curricular planning, in leading students to achieve the level of competence proposed in the curricular programming. Therefore, it was important to make a proposal for a Support program where three types of interventions are taken into account: What goes from training the teacher, carrying out a collegiate work in terms of obtaining new strategies so that they can develop them from the approaches, which have each area and that workshops be held where Lev de Vygotsky's theory is taken into account, where the evaluation and accompaniment that the student must obtain to get feedback and ensure that learning, leading to real and potential development, comes into play. This will allow to achieve advance from an optimal accompaniment to a teaching performance where teachers manage to improve their practice and the competencies directed by the Ministry of Education.