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Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

El monitoreo pedagógico en la práctica docente de instituciones educativas en Lima, Perú

Pedagogical monitoring in the teaching practice of educational institutions in Lima, Peru
Publicado
2026-06-15

Contexto: Las actividades de formación continua tienen un mayor impacto cuando se enmarcan en un acompañamiento institucional que favorezca la transferencia de lo aprendido al aula, destacando el papel del monitoreo pedagógico en la práctica docente. Objetivo: Describir el monitoreo pedagógico en la práctica docente de instituciones educativas en Lima, Perú. Metodología: Se aplicó un enfoque cuantitativo, básico, descriptivo, no experimental y de corte transversal. La muestra incluyó 60 docentes, quienes evaluaron aspectos del monitoreo pedagógico mediante instrumentos validados. Resultados: El 36,7 % de los docentes percibió un nivel medio de monitoreo pedagógico, el 30,0 % lo situó en nivel bajo y el 33,3 % en nivel alto. La media general fue de 3,21, con desviación estándar de 0,82. La dimensión que mostró mayor necesidad de mejora fue la retroalimentación formativa, mientras que los demás componentes se percibieron en niveles aceptables. Conclusiones: La implementación de estrategias de monitoreo pedagógico en las instituciones educativas de Lima fue percibida predominantemente en un nivel medio. Se sugiere fortalecer la retroalimentación formativa como estrategia clave para optimizar la práctica docente y favorecer la transferencia efectiva de aprendizajes en el aula.

Context: Ongoing professional development activities achieve a greater impact when integrated into institutional support systems that facilitate the transfer of learning to the classroom, highlighting the critical role of pedagogical monitoring in teaching practice. Objective: This study aims to describe the state of pedagogical monitoring within the teaching practices of educational institutions in Lima, Peru. Methodology: A quantitative, basic, descriptive, and non-experimental cross-sectional approach was employed. The sample consisted of 60 teachers who evaluated dimensions of pedagogical monitoring through validated instruments. Results: Findings revealed that 36.7% of teachers perceived a medium level of pedagogical monitoring, 30.0% reported a low level, and 33.3% perceived a high level. The overall mean score was 3.21 (SD = 0.82). The dimension identified as requiring the most significant improvement was formative feedback, whereas other components were perceived at acceptable levels. Conclusions: The implementation of pedagogical monitoring strategies in the educational institutions of Lima is predominantly perceived at a medium level. These results suggest that strengthening formative feedback is a critical strategy for optimizing teaching practice and fostering the effective transfer of learning within the classroom.

Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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