Educational coaching as a strategy for improving teacher performance
DOI:
https://doi.org/10.5281/zenodo.14549082Keywords:
effective pedagogical practices, teacher reflection, educational feedback, teacher trainingAbstract
This article examines educational coaching as a key strategy to enhance teaching performance, highlighting its ability to promote reflection, continuous learning, and the implementation of effective pedagogical practices. A qualitative methodology based on a systematic bibliographic review was adopted, employing the PRISMA technique to analyze studies published between 2016 and the present, sourced from indexed databases such as SciELO, Scopus and Google Scholar. The selected studies address the impact of educational coaching on teachers' professional development, focusing on its contribution to strengthening pedagogical competencies, improving educational quality, and creating more effective learning environments. The study concludes that educational coaching is a vital tool for teachers’ professional development, as it fosters critical reflection on their practice, encourages the adoption of innovative teaching strategies, and strengthens socio-emotional skills. Additionally, it helps teachers better manage daily challenges, generating more dynamic and collaborative learning environments. Its impact is particularly valuable in resource-limited contexts, where it provides personalized support that enhances both educational quality and teachers' occupational well-being.
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