A Qualitative Analysis of Teachers’ Perception of Classroom Pedagogical Accompaniment Program

The need to increase educational quality has led public policymakers create and implement strategies for improving teachers’ skills. One such strategy, adapted in Chile, is the classroom accompaniment program, which become a case of teacher professional development. present study primarily seeks understand schoolteachers’ perception on pedagogical program (CPAP), at same time its effectiveness. This qualitative research framed within an interpretive paradigm, semi-structured interviews were conducted collect data. A content analysis was done with 4 categories 10 subcategories perceptions attributed effectiveness by 13 teachers, 8 females 5 males, belonging four establishments. results show opposed about existing program. On one hand, some teachers rate it positively consider beneficial them their students, who also received adequate feedback. other another group considered that there no positive contributions work performance, impacts including greater reticence during in-class observation process. Thus, concludes initial orientations instruction regarding role observing are fundamental process be effective can valuable tool apply performance.