Relationship between pedagogical accompaniment and reflective teaching practice

The reflective practice that teachers develop during their exercise and interaction with their students puts into practice a set of analysis and assessment activities before, during and after these pedagogical actions. They themselves prosecute and question their actions through reflection, so that they can improve their guiding and mediating role in the learning process. On the other hand, the pedagogical accompaniment as a formative strategy linked to the exchange of pedagogical experiences begins in the registry of observable situations, the reflective dialogue and the inter-learning groups between accompanied and accompanying teachers that allow them to transform their teaching practices. The non-experimental descriptive research with explanatory correlational design aimed to determine the relationship between pedagogical accompaniment and the reflective practice of teachers of Educational Institutions with Trujillo Complete School Day, 2018.