<?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>S2739-00632025000300165</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14549082</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Coaching educativo como estrategia para la mejora del desempeño docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational coaching as a strategy for improving teacher performance]]></article-title>
</title-group>
<contrib-group>
<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[Buendía Cueva]]></surname>
<given-names><![CDATA[Gissela Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Saavedra]]></surname>
<given-names><![CDATA[Segundo Sigifredo]]></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=S2739-00632025000300165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo analiza el coaching educativo como una estrategia clave para mejorar el desempeño docente, destacando su capacidad para fomentar la reflexión, el aprendizaje continuo y la implementación de prácticas pedagógicas efectivas. Se adoptó una metodología cualitativa basada en una revisión bibliográfica sistemática, utilizando la técnica PRISMA, que permitió analizar estudios publicados entre 2016 y la actualidad, extraídos de bases de datos indexadas como SciELO, Scopus y Google Académico. Los estudios seleccionados abordan el impacto del coaching educativo en el desarrollo profesional de los docentes, centrándose en su contribución al fortalecimiento de competencias pedagógicas, la mejora de la calidad educativa y la creación de entornos de aprendizaje más efectivos. El estudio concluye que el coaching educativo es una herramienta clave para el desarrollo profesional docente, ya que fomenta la reflexión crítica sobre su práctica, impulsa la adopción de estrategias pedagógicas innovadoras y fortalece habilidades socioemocionales. Además, ayuda a los docentes a gestionar mejor los retos diarios, generando entornos de aprendizaje más dinámicos y colaborativos. Su impacto es particularmente valioso en contextos con recursos limitados, donde ofrece un apoyo personalizado que mejora tanto la calidad educativa como el bienestar laboral de los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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&#8217; 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[prácticas pedagógicas efectivas]]></kwd>
<kwd lng="es"><![CDATA[reflexión docente]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación educativa]]></kwd>
<kwd lng="es"><![CDATA[capacitación docente]]></kwd>
<kwd lng="en"><![CDATA[effective pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[teacher reflection]]></kwd>
<kwd lng="en"><![CDATA[educational feedback]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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