<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982025000102019</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15389651</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[IMPACTO DEL ACOMPAÑAMIENTO Y MONITOREO PEDAGÓGICO EN LA EDUCACIÓN: UNA REVISIÓN SISTÉMICA DE LOS ÚLTIMOS 15 AÑOS]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPACT OF PEDAGOGICAL ACCOMPANIMENT AND MONITORING IN EDUCATION: A SYSTEMIC REVIEW OF THE LAST 15 YEARS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe Cárdenas]]></surname>
<given-names><![CDATA[Hilda Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Ramírez]]></surname>
<given-names><![CDATA[Irma Violeta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montenegro Lozada]]></surname>
<given-names><![CDATA[Alma De Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad San Ignacio de Loyola  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>6</volume>
<numero>13</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982025000102019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982025000102019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982025000102019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El acompañamiento y monitoreo pedagógico constituyen estrategias clave para la mejora del desempeño docente y la calidad educativa. Sin embargo, persisten desafíos en su implementación efectiva, relacionados con la resistencia al cambio, la disponibilidad de recursos y la formación de los actores involucrados. El presente estudio tiene como objetivo analizar el impacto del acompañamiento y monitoreo pedagógico en la enseñanza y el desarrollo profesional docente, a partir de una revisión sistemática de la literatura. Se empleó la metodología PRISMA para la selección y análisis de estudios relevantes, aplicando herramientas de evaluación de calidad como CASP y AMSTAR 2 para valorar la validez de los documentos incluidos. Los resultados evidencian que estas estrategias favorecen la reflexión sobre la práctica docente, la adaptación de metodologías a las necesidades del alumnado y el fortalecimiento de una cultura de mejora continua dentro de las instituciones educativas. Además, se identificó que la integración de tecnologías en el monitoreo permite un seguimiento más preciso del desempeño docente y optimiza los procesos de retroalimentación. No obstante, la efectividad del acompañamiento depende de su contextualización y del nivel de compromiso de los docentes y gestores educativos. Se concluye que el acompañamiento pedagógico no solo impacta la calidad de la enseñanza, sino que también contribuye al desarrollo profesional docente cuando se implementa de manera sistemática y con un enfoque colaborativo. Se recomienda el desarrollo de programas de formación en mentoría y coaching, así como la exploración de modelos diferenciados de monitoreo en función del contexto educativo. Asimismo, futuras investigaciones deben profundizar en el uso de tecnologías emergentes para potenciar estos procesos y evaluar su impacto a largo plazo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Pedagogical support and monitoring are key strategies for improving teacher performance and educational quality. However, there are still challenges in their effective implementation, related to resistance to change, availability of resources and training of the actors involved. The present study aims to analyze the impact of pedagogical support and monitoring on teaching and teacher professional development, based on a systematic review of the literature. The PRISMA methodology was used for the selection and analysis of relevant studies, applying quality assessment tools such as CASP and AMSTAR 2 to assess the validity of the included documents. The results show that these strategies promote reflection on teaching practice, the adaptation of methodologies to the needs of students and the strengthening of a culture of continuous improvement within educational institutions. In addition, it was identified that the integration of technologies in monitoring allows for more precise monitoring of teacher performance and optimizes feedback processes. However, the effectiveness of support depends on its contextualization and the level of commitment of teachers and educational managers. It is concluded that pedagogical support not only impacts the quality of teaching, but also contributes to the professional development of teachers when implemented systematically and with a collaborative approach. The development of training programs in mentoring and coaching is recommended, as well as the exploration of differentiated monitoring models based on the educational context. Likewise, future research should delve into the use of emerging technologies to enhance these processes and evaluate their long-term impact.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Acompañamiento pedagógico]]></kwd>
<kwd lng="es"><![CDATA[monitoreo educativo]]></kwd>
<kwd lng="es"><![CDATA[desarrollo docente]]></kwd>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical support]]></kwd>
<kwd lng="en"><![CDATA[educational monitoring]]></kwd>
<kwd lng="en"><![CDATA[teacher development]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
</kwd-group>
</article-meta>
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