La experiencia vivida del acompañamiento pedagógico: reflexión docente desde la fenomenología hermenéutica

Abstract

Introduction: Pedagogical monitoring and support constitute a strategy aimed at strengthening teaching practice; however, their implementation also generates subjective experiences related to evaluation, professional identity, and the emotions associated with the observation process. Objective: To understand the meaning of the lived experience of basic education teachers during pedagogical monitoring and support processes. Methodology: A qualitative study was conducted within an interpretive paradigm and a phenomenological-hermeneutic approach. Six female teachers from public early childhood, primary, and secondary education institutions participated in the study and were selected through purposive sampling. Data were collected through in-depth phenomenological interviews and reflexive journals. The interviews were recorded, transcribed verbatim, and analyzed through holistic, selective, and detailed readings to identify emerging thematic structures. Results: The analysis identified three thematic structures: the intersubjective and dialogical dimension of pedagogical support; embodiment and the embodied experience of being scrutinized; and spatiality, support networks, and collective re-signification. The findings showed that monitoring generates uncertainty, bodily tension, and processes of professional self-appraisal. However, timely, respectful, and horizontal feedback facilitates the re-signification of these experiences as opportunities for reflection, learning, and professional development. Conclusions: Pedagogical support acquires formative meaning when it acknowledges teachers’ vulnerability, fosters relationships grounded in dialogue and trust, and guides educational practice toward continuous improvement processes centered on student learning.