The Policies of Pedagogical Accompaniment as a Development Strategy Teaching Professional: Theoretical Review

Abstract

Considering pedagogical accompaniment that crucial component of teachers who perform their duties in learning contexts. Through academic context learning teacher fosters critical thinking, reflection, and pedagogical autonomy, ultimately improving capacity for research, evaluation, and directly professional development. The aims of this theoretical review explores pedagogical accompaniment approaches, emphasizing their roots, empowerment, and collaboration. Additionally, it also discusses pedagogical accompaniment role in teaching professional’s development, highlighting need for continuous skill and knowledge enhancement. The paper also presents methodological approach and discusses findings from relevant studies, underlining dynamic and multifaceted nature of pedagogical accompaniment. The discussion underscores importance of aligning pedagogical accompaniment strategies with educational policies and fostering a reflective and critical enhancement approach. Finally, the paper emphasizes incorporating pedagogical accompaniment significance to support educators, fostering competencies, values, and attitudes among students, promoting interactive learning process.