Universidad Peruana Cayetano Heredia
Pedagolical Support in, A Hybrid Setting, in Public Institutions and PRONOEI of the Initial Level
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| dc.contributor.author | Medina Rosas, C. R. | |
| dc.contributor.author | Fuster-Guillen, D. | |
| dc.contributor.author | Paz Mayuri, Carlos Alberto | |
| dc.contributor.author | Asencios Espejo, R. W. | |
| dc.date.accessioned | 2022-12-14T14:25:34Z | |
| dc.date.available | 2022-12-14T14:25:34Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12866/12889 | |
| dc.description.abstract | Pedagogical accompaniment is a strategy that seeks to improve teaching practice through a reflection process to analyze and improve performance in the classroom, in order to improve student learning outcomes. The objective of this research is to be able toexplain how the pedagogical accompaniment from a hybrid scenario favors the improvement of learning in educational institutions and PRONOEI of the initial level, appropriating the contributions that technology has left us in recent years and use them to generate commitments to improve learning. In order to analyze the information, a meta-analysis was used to summarize and combine the results of the research, as well as information from databases such as Scopus, Scielo, Dialnet, Redalyc, ProQuest, Springer,Redib. Web of Science among others. others; and a total of 4 doctoral theses, 5 technical standards, 4 pedagogical manuals and 42 scientific articles, of which 16 are presented in English, 2 in Portuguese and 24 in Spanish, the years of publication range between 2010 and 2022 and the countries are diverse, among which we can mention Spain, Chile, Colombia, Cuba, Mexico, Peru, Ecuador, France, Russia, Venezuela, Ukraine, Brazil, South Africa, Argentina, the Dominican Republic, the Philippines, Italy and Canada. The search strategies were by topic and keyword. The information collected has shown that pedagogical accompaniment is important to improve learning and this must be promoted through relevant and sustainable public policies | en_US |
| dc.language.iso | eng | |
| dc.publisher | Medknow Publications | |
| dc.relation.ispartofseries | Journal of Pharmaceutical Negative Results | |
| dc.rights | info:eu-repo/semantics/restrictedAccess | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es | |
| dc.subject | Professional Counseling | en_US |
| dc.subject | Hybrid Learning | en_US |
| dc.subject | Teaching Practice | en_US |
| dc.subject | Teacher Competencies | en_US |
| dc.subject | Early Childhood Education | en_US |
| dc.title | Pedagolical Support in, A Hybrid Setting, in Public Institutions and PRONOEI of the Initial Level | en_US |
| dc.type | info:eu-repo/semantics/article | |
| dc.identifier.doi | https://doi.org/10.47750/pnr.2022.13.S03.041 | |
| dc.relation.issn | 2229-7723 |
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