PEDAGOGICAL ACCOMPANIMENT: A STRATEGY FOR REFLECTIVE PRACTICE IN THE TEACHERS OF THE PRIMARY BASICS

Abstract

This article is addressed to the group of primary school teachers of the Colombian official sector who have the challenge of improving student learning, pedagogical accompaniment is proposed as a strategy to change the teaching practice to reflective practice, combining educational research, practice and teacher reflection. Thus developing a qualitative research under the method of action research, in four phases: awareness, collective construction, application of the strategy of action and clarification. The pedagogical accompaniment allowed reflective competence to be developed in the teachers and to appropriate the use of the R5 model of reflective practice to innovate the teaching practice