Resumen

FELIX TIPIAN, Luis Enrique; FLORES ARRIOLA, Adriana Lorena  y  MUNOZ FELIX, Alan Pier. Impact of teacher pedagogical support on the performance of secondary school students in the Latin American context: a systematic analysis. Revista InveCom [online]. 2026, vol.6, n.1, e601095.  Epub 15-Jul-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15610989.

In a Latin American context characterized by structural inequalities and educational challenges, didactic-pedagogical support emerges as an essential strategy to strengthen teaching practice and promote meaningful learning. Therefore, this research analyzes the impact of this tool on the performance of secondary school teachers. The main objective was to describe and analyze pedagogical support as a training resource that enhances teaching competencies, fosters inclusion, and improves student achievement. To achieve this objective, a qualitative methodology based on a systematic literature review based on the PRISMA method was used. Eighty academic articles in Spanish and English published between 2018 and 2025 were reviewed, of which 34 met the inclusion criteria and were analyzed in depth. The results show that teacher support contributes to a sustained improvement in educational quality by promoting reflective, collaborative, and personalized processes. Furthermore, it promotes professional development, methodological innovation, and adaptation to classroom needs, with a particular impact in rural or vulnerable contexts. In short, pedagogical support not only reduces the gap between educators and students but also constitutes a driving force for educational transformation. Its effective implementation requires sustainable public policies, ongoing training, and committed pedagogical leadership to consolidate inclusive and quality learning.

Palabras clave : pedagogical support; teacher competence; teacher training.

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