Resumen

NINAHUANCA, Britt Camayo; SALCEDO-ROMAN, Magali  y  ATAHUA, Vladimir Suárez. Critical reflective coaching: a strategy for teacher practice. Horizontes Rev. Inv. Cs. Edu. [online]. 2023, vol.7, n.29, pp.1301-1308.  Epub 06-Abr-2023. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v7i29.592.

Critical reflective accompaniment is generated as a strategy to improve teachers' practice. It is characterized by leading the integral formation of students, providing observation, dialogue and transformation in the practice of learning. In this sense, the objective of this study was to identify the development of critical reflective accompaniment as a strategy for teachers' practice. For this purpose, a systematic review of sources between 2020 and 2022 was applied as a method. Accordingly, 100 studies were found, of which 12 were analyzed. These corresponded to the Exlibris, ProQuest and EBSCO Host databases. The conclusion was that reflective and critical accompaniment allows teachers to assume an active participation in the formation of students, since there is an articulation where experiences are shared and the capacity for learning is fostered.

Palabras clave : Reflective accompaniment; Critical dialogue; Reflective practice; Pedagogical strategy.

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