Pedagogical accompaniment strategy in remote education scenarios in primary education teachers of UGEL 06

Abstract

The objective was to study the strategy of pedagogical accompaniment in remote education scenarios in primary education teachers of UGEL 06; It is a process that adapts to the context in which the subjects intervene, transformation strategies are prioritized during this process that allows the improvement of the accompaniment and one can speak of improvement in the sense that the accompaniment allows sharing and exchanging pedagogical experiences carried out in contexts Whether they are similar, similar or totally different, but having a companion and companion enriches the experience. The methodological process was developed according to the regulations of the journal, in addition the databases of Scopus, Pro Quest, Springer Open were investigated, this investigation took the time of 9 months. The collection was prepared by reviewing 191 studies that were found using the specialized search, of which 15 were taken, based on the inclusion criteria, which must be linked to the thematic axes, and those that were left aside are those that they walk away from the study. The results show that the pedagogical accompaniment that is coherent and that allows the improvement of the capacities of the teachers.