logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE LTD
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
RHAPSODE LTD
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
instructional supervision pandemic peer mentoring teacher competencies teacher training

Leaving No One Behind- Teacher Peer Mentoring Before and After the Pandemics: A Mixed-Methods Systematic Review of Spanish and English Literature

Juan Evangelista Santos-Rico , Roberto Santiago Bellido-García , Luis Gerardo Rejas-Borjas

This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19.

T

This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.

Keywords: Instructional supervision, pandemic, peer mentoring, teacher competencies, teacher training.

cloud_download PDF
Cite
Article Metrics
Views
31
Download
107
Citations
Crossref
0

Scopus
0

References

Abad-Vázquez, A. L., & Cuenca-Tapia, J. P.  (2021). Herramientas digitales para la docencia, en las unidades educativas del área urbana del Cantón Azogues, durante la pandemia provocada por la enfermedad Covid-19 [Teaching digital tools, in the educacion units of the urban area of the Azogues City, during the pandemic caused by the Covid-19]. Dominio de Las Ciencias, 7(6), 1064-1077. https://bit.ly/4buK68S

Ahmmed, S., Saha, J., & Tamal, M. A. (2022). Effectiveness of need-based teacher’s training program to enhance online teaching quality. Education Research International, 2022, Article 4118267. https://doi.org/10.1155/2022/4118267

Altynbekov, S., Ashirbayev, N., Torebek, Y., & Kerimbekov, T. (2023). Formation of research skills of future teachers of mathematics in solving olympiad problems. Academic Journal of Interdisciplinary Studies, 12(6), 335-346. https://doi.org/10.36941/ajis-2023-0173

Arellano, R., García, L. Y., Philominraj, A., & Ranjan, R. (2022). A qualitative analysis of teachers' perception of classroom pedagogical accompaniment program. Frontiers in Education, 7, Article 682024. https://doi.org/10.3389/feduc.2022.682024

Assadi, N., & Kashkosh, E. (2022). Training teachers' perspectives on teacher training and distance learning during the Covid-19 pandemic. Journal of Educational and Social Research, 12(4), 40-55. https://doi.org/10.36941/jesr-2022-0095

Barreno Flores, J. E. (2022). Asistencia pedagógica virtual y desempeño docente en tiempos de pandemia en la I.E. Pedro Pablo Atusparia de Nuevo Chimbote, 2021 [Virtual pedagogical assistance and teaching performance in times of pandemic in the I.E. Pedro Pablo Atusparia from Nuevo Chimbote, 2021]. Ciencia Latina Revista Científica Multidisciplinar, 6(1), 2350-2373. https://doi.org/10.37811/cl_rcm.v6i1.1654

Carcausto, W., Morales, J., Cucho-Leyva, M. P., Alcas-Zapata, N., & Villena-Guerrero, M. P. (2021). Distance teaching-learning experience in early childhood education teachers during the Coronavirus pandemic. Advances in Science, Technology and Engineering Systems Journal, 6(1), 269-274. https://doi.org/10.25046/aj060131

Cedeño Zambrano, N. G., & Arroyo Vera, Z. J. (2022). El acompañamiento pedagógico para mejorar la enseñanza virtual de los docentes de Básica Media de la Unidad Educativa Lorenzo Luzuriaga de la ciudad de Portoviejo [Pedagogical support to improve virtual education of middle basic teachers of the Lorenzo Luzuriaga Educational Unit of the city of Portoviejo]. Revista Cognosis, 7(2), 47-64. https://doi.org/10.33936/cognosis.v7i2.4819

Chan Chi, G. I., & Rodríguez Pech, J. d. l. C. (2022). Retos y dificultades de docente de nivel secundaria en tiempos de Covid-19 [Challenges and difficulties of secondary school teachers in times of Covid-19]. Revista De Investigación En Tecnologías De La Información, 10(20), 107-118. https://doi.org/10.36825/RITI.10.20.009

Colazzo Duarte, L., & Cardozo-Gaibisso, L. (2021). Inserción profesional docente. Estudio de las percepciones de los actores involucrados en procesos de acompañamiento pedagógico duraante la pandemia [Teacher induction: Study of the perceptions of educators involved in pedagogical mentoring processes during the pandemic]. Cuaderno de Pedagogía Universitaria, 18(36), 7-26. https://doi.org/10.29197/cpu.v18i36.421

Coutinho Campos, F. A., & Pereira, R. (2020). Formação de professores nas ilhas portuguesas Madeira e Açores: estratégias para o ensino remoto em tempos da Covid-19 [Teacher training on the Portuguese islands Madeira and Açores: strategies for remote teaching in COVID-19 times]. Dialogia, 36, 396-410. https://doi.org/10.5585/dialogia.n36.18823

Cueva Betancourt, O. M., & Mosquera Rodríguez, X. A. (2021). Competencias digitales necesarias para un correcto desempeño docente en tiempos de pandemia en Ecuador [Digital skills necessary for proper teaching performance in times of pandemic in Ecuador]. Dominio de Las Ciencias, 7(5), 670-689.

De la Rosa Ochoa, A. M., Chumpitaz Panta, J., & Gallegos Caballero, C. R. (2023). Acompañamiento pedagógico para el fortalecimiento del desempeño docente [Pedagogical accompaniment to strengthen teaching performance]. Horizontes, Revista De Investigación En Ciencias De La Educación, 7(28), 996-1001. https://doi.org/10.33996/revistahorizontes.v7i28.569

Erdoğan, S., Haktanır, G., Kuru, N., Parpucu, N., & Tüylü, D. K. (2022). The effect of the e-mentoring-based education program on professional development of preschool teachers. Education and Information Technologies, 27(1), 1023-1053. https://doi.org/10.1007/s10639-021-10623-y

Esteban Rivera, E. R., Naveda Flores, K., & Santa Cruz, M. J. (2013). El acompañamiento pedagógico. Una experiencia en la formación de docentes en servicio en contextos de Educación Intercultural Bilingüe (EIB) [Pedagogical accompaniment: An experience of in-service teacher training in the context of Intercultural Bilingual Education (IBE)]. UNI-PLURI/VERSIDAD, 13(2), 44-54. https://bit.ly/4ay7dyN

Fernández-Sánchez, H., King, K., & Enríquez-Hernández, C. B. (2020). Revisiones Sistemáticas Exploratorias como metodología para la síntesis del conocimiento científico [Scoping Reviews as a methodology fort scientific knowledge synthesis]. Enfermería universitaria, 17(1), 87-94. https://doi.org/10.22201/eneo.23958421e.2020.1.697

Figueira, L. F., & Dorotea, N. (2022). Competência digital, DigCompEdu Check-In como ferramenta diagnóstica de literacia digital para subsidiar formação de professores [Digital competence: DigCompEdu Check-In as a digital literacy diagnostic tool to support teacher training]. Educação and Formação, 7, Article e8332. https://doi.org/10.25053/redufor.v7.e8332

García-Perdomo, H. A. (2015). Conceptos fundamentales de las revisiones sistemáticas/metaanálisis [Basic concepts on systematic review and meta-analysis]. Urología Colombiana, 24(1), 28-34. https://doi.org/10.1016/j.uroco.2015.03.005

Ghefaili, A. (2003). Cognitive apprenticeship, technology, and the contextualization of learning environments. Journal of Educational Computing, Design and Online Learning, 4, 1-28.

González-Díaz, R. R., Guanilo Gómez, S. L., Vegas-Ochoa, J. C., & Cachicatari Vargas, E. (2021). Teaching accompaniment in Colombia’s official educational institutions. TEM Journal, 10(1), 376-383. https://doi.org/10.18421/TEM101-47

González-González, D. P., Garcia-Herrera, D. G., Cabrera-Berrezueta, L. B., & Erazo-Álvarez, J. C. (2020). Herramientas tecnológicas aplicadas por los docentes durante la emergencia sanitaria Covid-19 [Technological tools applied by teachers during the health emergency Covid-19]. Revista Arbitrada Interdisciplinaria Koinonía, 5(1), 332-350. https://doi.org/10.35381/r.k.v5i1.786

Guzmán Rios, T. R., Carrion Chinga, B. J., & Osorio Sandoval, T. I. (2023). Acompañamiento pedagógico como estrategia educativa [Pedagogical accompaniment as an educational strategy]. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 2242-2255. https://doi.org/10.37811/cl_rcm.v6i6.4278

Haenilah, E. Y., Hariri, H., Ridwan, Ochayi, O. A., Maydiantoro, A., Zainaro, M. A., Bolado, J. R. T., Kesuma, T. A. R. P., & Tusianah, R. (2022). Literature review of good teachers: The attributes and gaps of Indonesian teachers as a profession. Academic Journal of Interdisciplinary Studies, 11(2), 175-191. https://doi.org/10.36941/ajis-2022-0044

Henriques, S., Correia, J. D., & Dias-Trindade, S. (2021). Portuguese primary and secondary education in times of Covid-19 pandemic: An exploratory study on teacher training and challenges. Education Sciences, 11(9), Article 542. https://doi.org/10.3390/educsci11090542

Jiménez-Parra, J. A. (2023). Relación entre el acompañamiento recibido en el Programa Todos a Aprender (PTA) y la práctica pedagógica de los docentes, en el contexto del confinamiento por la pandemia de Covid-19 [Relationship between the accompaniment received in the Everyone to Learn Program (PTA) and the pedagogical practice of teachers, in the context of confinement due to the Covid-19 pandemic]. Educación y Ciudad, (44), Article e2835. https://doi.org/10.36737/01230425.n44.2023.2835

Karomani, Mahpul, & Satriawan, M. I. (2021). Synergy of higher education collaboration with local governments in efforts to overcome the COVID-19 pandemic. Academic Journal of Interdisciplinary Studies, 10(2), 240-248. https://doi.org/10.36941/ajis-2021-0054  

Lara Reimundo, J. J., Campaña Romo, E. J., Villamarín Maldonado, A. E., & Balarezo Tirado, C. Y. (2022). Gestión escolar durante la pandemia: relación entre el acompañamiento pedagógico y el desempeño docente [School management during the pandemic: relationship between educational support and teaching perfomance]. Revista Venezolana de Gerencia, 27(97), 58-70. https://doi.org/10.52080/rvgluz.27.97.5

Larrea Centurion, A. J. (2021). Competencias digitales docentes en época de emergencia sanitaria: Necesidades y oportunidades para estudiantes de educación secundaria en Lambayeque [Digital Teaching Skills in a Time of Health Emergency Needs and Opportunities for High School Students in Lambayeque]. Revista Peruana de Investigación Educativa, 13(14), 107-131. https://doi.org/10.34236/rpie.v13i14.296

Ministry of Education of Peru. (2018). Orientaciones y protocolos para el desarrollo de las estrategias formativas del Programa de Formación en Servicio dirigido a docentes de II.EE. del nivel primaria con acompañamiento pedagógico [Guidelines and protocols for the development of the training strategies of the In-Service Training Program for primary school teachers with pedagogical accompaniment aimed at II.EE teachers. primary level with pedagogical support]. https://hdl.handle.net/20.500.12799/9503

Ministry of Education of Peru. (2019). Norma Técnica. Norma que establece disposiciones para el desarrollo del Acompañamiento Pedagógico en instituciones educativas focalizadas de la Educación Básica Regular, para el periodo 2020-2022 [Technical Norm. Norm that establishes provisions for the development of Pedagogical Accompaniment in educational institutions focused on Regular Basic Education, for the period 2020-2022]. https://bit.ly/4df72uH

Musodza, B. R., Runhare, T., Mpeta, M., & Cishe, E. N. (2020). Influence of timing in introducing teacher performance evaluation on effective outcomes: The case of one education district in Zimbabwe. Academic Journal of Interdisciplinary Studies, 9(6), 18-33. https://doi.org/10.36941/ajis-2020-0108

Naufal, M. A., Abdullah, A. H., Osman, S., Abu, M. S., Ihsan, H., & Rondiyah, R. (2021). Reviewing the Van Hiele model and the application of metacognition on geometric thinking. International Journal of Evaluation and Research in Education, 10(2), 597-605. https://doi.org/10.11591/ijere.v10i2.21185

Nikolopoulou, K. (2022). Online education in early primary years: Teachers’ practices and experiences during the Covid-19 pandemic. Education Sciences, 12(2), Article 76. https://doi.org/10.3390/educsci12020076

Pérez Medina, J. G., Giraldoth, D. D. V., Valles de Rojas., M. E., Lugo Cueva, L. J., & Nava Reyes, N. J. (2018). Supervisión educativa como acompañamiento pedagógico por los directores de Educación Media [Educational supervision as pedagogical accompaniment conducted by secondary education directors]. Panorama, 12(23), 63-72. https://doi.org/10.15765/pnrm.v12i23.1201

Pérez-Sánchez, L., Lavandera-Ponce, S., Mora-Jaureguialde, B., & Martín-Cuadrado, A. M. (2022). Training plan for the continuity of non-presential education in six Peruvian universities during COVID-19. International Journal of Environmental Research and Public Health, 19(3), Article 1652. https://doi.org/10.3390/ijerph19031562

Prieto-Ballester, J.-M., Revuelta-Domínguez, F.-I., & Pedrera-Rodríguez, M.-I. (2021). Secondary school teachers self-perception of digital teaching competence in Spain following Covid-19 confinement. Education Sciences, 11(8), Article 407. https://doi.org/10.3390/educsci11080407

Rahmadi, I. F. (2021). Teachers’ technology integration and distance learning adoption amidst the Covid-19 crisis: A reflection for the optimistic future. Turkish Online Journal of Distance Education, 22(2), 26-41. https://doi.org/10.17718/tojde.906472

Rambay Tobar, R., & Lozado, J. D. C. (2020). Desarrollo de las competencias digitales en los docentes universitarios en tiempo pandemia: Una revisión sistemática [Development to the digital competences in the University Teachers in pandemic time: Systemathic review]. Crescendo, 11(4), 511-527.

Ramírez Plasencia, J. (2005). Tres visiones sobre capital social: Bordieu, Coleman y Putnam [Three views on social capital: Bordieu, Coleman and Putnam]. Acta Republicana Política y Sociedad, 4(4), 21-36. https://bit.ly/3QK9kIx

Recines-Padilla, A. A., Bolivia-Rebolledo, N. M., Padilla-Delgadillo, A., Méndez Vergaray, E., & Flores, E. (2022). Virtual pedagogical support: Systematic review. International Journal of Mechanical Engineering, 7(1), 5137-5145. https://bit.ly/3UBDOP8

Rodríguez-Torres, A. F., Medina Nicolalde, M. A., & Tapia Medina, D. A. (2020). La inducción y el acompañamiento pedagógico al profesorado novel. Una oportunidad para mejorar su desempleo profesional [The induction and the pedagogical support of the novel teacher. An opportunity to improve your professional performance]. Educare, 24(3), 339-361. https://doi.org/10.46498/reduipb.v24i3.1378

Rojas-Ospina, T., Ochoa-Angrino, S., & Tovar-Aguirre, A. (2023). Formación en promoción de autonomía y apoyo pedagógico durante confinamiento por covid-19 [Training on autonomy promotion and pedagogical support during covid-19 lockdowns]. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 21(2), 1-41. https://doi.org/10.11600/rlcsnj.21.2.5320

Santos Meza, E. E. (2023). El acompañamiento pedagógico docente: Una mirada desde los involucrados en las escuelas públicas peruanas [Teacher pedagogical accompaniment: A look from those involved in peruvian public schools]. Ciencia Latina Revista Científica Multidisciplinar, 7(6), 3508-3521. https://doi.org/10.37811/cl_rcm.v7i6.8932

Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360. https://doi.org/10.17583/qre.2020.5872

Siccha-Cuisano, R. E. (2021). Acompañamiento pedagógico virtual y desempeño laboral en docentes [Virtual pedagogical accompaniment and job performance in teachers]. Revista Arbitrada Interdisciplinaria KOINONIA, 6(4), 52-62.

Taveras-Sánchez, B. Y. (2023). El acompañamiento pedagógico en República Dominicana: Situación actual, propuestas y perspectivas de acción [Educational mentoring in the dominican republic:  Current situation, proposals, and perspectives for action]. Revista Mexicana de Investigación Educativa, 7(1), 53-77. https://doi.org/10.32541/recie.2023.v7i1.pp53-77

Terrasa, S., Roni, C., Rosli, N., & Durante, E. (2019). Introducción a la mentoría en investigación y principales marcos teóricos para comprender y explicar sus procesos [Introduction to research mentoring and main theoretical frameworks to understand and explain its processes]. Evidencia, Actualizacion en la Práctica Ambulatoria, 22(1), Article e002004. https://doi.org/10.51987/evidencia.v22i1.4213

Tomalá, A., Falcones, C., Sánchez, L., & Cedeño, M. (2023). Modelo de acompañamiento pedagógico RC4 en el fortalecimiento del desempleo docente [RC4 pedagogical accompaniment model in strengthening teacher performance]. Encuentros, 17, 333-344. https://doi.org/10.5281/zenodo.7527708  

Top, E., Baser, D., Akkus, R., Akayoglu, S., & Gurer, M. D. (2021). Secondary school teachers ’ preferences in the process of individual technology mentoring. Computers and Education, 160, Article 104030. https://doi.org/10.1016/j.compedu.2020.104030

Torrato, J. B., Aguja, S. E., & Prudente, M. S. (2021). Using web video conferencing to conduct a program as a proposed model toward teacher leadership and academic vitality in the Philippines. Education Sciences, 11(11), Article 658. https://doi.org/10.3390/educsci11110658

Torres Retamozo, M. I., Rodríguez Galán, D. B., Salazar Quispe, P. J., Quispe Odeña, W. G., & Condori, A. E. (2021). Acompañamiento pedagógico y práctica docente en la educación básica regular. Enfoques y tendencias [Pedagogical accompaniment and teaching practice in regular basic education. Approaches and trends]. CIEG, 52, 24-38. https://bit.ly/4dihO3i

United Nations Educational Scientific and Cultural Organization. (2019). La formación docente en servicio en el Perú: Proceso de diseño de políticas y generación de evidencias [In-service teacher training in Peru: Policy design process and evidence generation]. https://bit.ly/4bhrrNE

Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing and Health Sciences, 15(3), 398-405. https://doi.org/10.1111/nhs.12048

Vásquez Custodio, E. E., Vargas Aparcana, S. I., Quispe Flores, A. E., & Menacho Rivera, A. S. (2020). Capacitación y acompañamiento pedagógico en el desempeño laboral de las promotoras educativas de Pronoei-Ugel 04, 2020 [Training and pedagogical support in the work performance of the educational promoters of Pronoei-Ugel 04, 2020]. CIID Journal, 1(1), 359-373.

Vezub, L. (2011). Las políticas de acompañamiento pedagógico como estrategia de desarrollo profesional docente. El caso de los programas de mentoría a docentes principiantes [Pedagogical support policies as a strategy for teacher professional development. The case of mentoring programs for beginning teachers]. Revista del IICE, (30), 103-124. https://bit.ly/4bhXnlM

Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), 235-246. https://doi.org/10.1080/03323315.2021.1916559

Wulandari, S. A., & Arifin, Z. (2020). Digital pedagogical competence evaluation of teachers and strategies of school principals. Journal of Physics: Conference Series, 1469, Article 012075. https://doi.org/10.1088/1742-6596/1469/1/012075

Zhindón-Calle, K. M., & Ávila-Mediavilla, C. M. (2021). Tecnologías emergentes aplicadas a la práctica educativa en pandemia COVID-19 [Emerging technologies applied to educational practice in pandemic COVID-19]. Revista Arbitrada Interdisciplinaria Koinonía, 6(3), 32-59. https://doi.org/10.35381/r.k.v6i3.1303

...