Constituent elements of a transformational pedagogical support model in educational supervision

Abstract

This research aims to develop a transformational pedagogical accompaniment model within the context of educational supervision, focusing on enhancing one of its core functions: pedagogical support. To achieve this goal, a qualitative and descriptive methodological approach was adopted, allowing an in-depth exploration of the experiences and perspectives of educational supervisors in order to understand the essential elements shaping this practice. Following Sabino (2010), this approach enables the interpretation of complex educational realities through the contextualized analysis of narratives. Data collection was conducted through interviews with selected supervisors, whose insights were systematized and graphically represented, revealing key factors and challenges related to pedagogical accompaniment. Among the most significant findings, supervision emerges as a strategic tool to strengthen school management and enrich teaching and learning processes. The study highlights that pedagogical accompaniment facilitates guidance for school leaders and teachers, access to relevant educational information, implementation of institutional evaluation mechanisms, and dissemination of educational policies and programs. In conclusion, the proposed model positions transformational pedagogical accompaniment as an effective mechanism for driving substantial improvements in educational quality. This perspective portrays supervision as a dynamic force that fosters more participatory, innovative, and learning-centered school environments.