<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000300161</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14538010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectividad del coaching educativo en el desarrollo profesional de los docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Effectiveness of educational coaching in teachers' professional development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Ruiz]]></surname>
<given-names><![CDATA[Harold Jansen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maza Mori]]></surname>
<given-names><![CDATA[Nora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menacho Rivera]]></surname>
<given-names><![CDATA[Alejandro Sabino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El coaching educativo se presenta como una metodología innovadora y versátil para el desarrollo profesional docente, ofreciendo herramientas que fortalecen las competencias pedagógicas, tecnológicas y emocionales. Este artículo de revisión analiza las características, impactos y desafíos del coaching educativo, destacando su implementación en contextos internacionales y América del Norte, así como su proyección en América Latina. A través de un enfoque integral, se exploran los modelos más relevantes, los componentes críticos que sustentan su efectividad y las barreras que enfrentan los programas de coaching. Además, se examinan casos emblemáticos y se presentan estrategias para superar limitaciones, maximizando su impacto en la calidad de la educación. Las conclusiones subrayan la importancia de contextualizar las intervenciones y garantizar su sostenibilidad mediante políticas educativas adecuadas y el uso de tecnologías emergentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Educational coaching emerges as an innovative and versatile methodology for professional teacher development, providing tools that strengthen pedagogical, technological, and emotional competencies. This review article examines the characteristics, impacts, and challenges of educational coaching, highlighting its implementation in international contexts such as North America, as well as its projection in Latin America. Through a comprehensive approach, the article explores the most relevant models, the critical components underpinning its effectiveness, and the barriers faced by coaching programs. Additionally, emblematic cases are analyzed, and strategies are proposed to overcome limitations, maximizing its impact on educational quality. The conclusions emphasize the importance of contextualizing interventions and ensuring their sustainability through appropriate educational policies and the use of emerging technologies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[desarrollo continuo]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[continuous development]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
</kwd-group>
</article-meta>
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