Managerial competence in accompanying teachers in the teaching-learning process in preschool education

Abstract

The article aims to propose a strategy with a qualitative approach that allows the assessment of teachers’ strengths and opportunities for successful accompaniment. Theoretical-level methods such as analysis, synthesis, induction, deduction, and the historical-logical method were used. The goal is to provide constant accompaniment, continuous feedback, and the exchange of experiences that guide and strengthen teachers in the aspect of curricular integration with their capabilities, while orienting them toward achieving the graduate profile. This seeks to build an efficient and competent work team in their educational interventions.