Pedagogical leadership applied to teaching practice in times of pandemic crisis in Peru

Abstract

In recent decades, strengthening pedagogical leadership in teaching practice has become a priority. The purpose of this article is to analyze pedagogical leadership applied to teaching practice in a school in the city of Ica, Peru, in the year 2021. The research is developed from the interpretative paradigm, it is of basic type, qualitative approach and the inquiry process is inductive; in addition, the method is phenomenological, hermeneutic. The interview technique was used and the survey was applied as an instrument to 3 specialists of pedagogical accompaniment, 3 directors and 9 classroom teachers in the educational center. Among the main findings are various measures adopted by the school and suggestions made by teachers and specialists, of which the following stand out: dialogue environments, support for the personal and professional development of teachers, planning for changes or crises, creation of creative pedagogical strategies, and emotional support. It is concluded that pedagogical leadership is essential within the teaching practice, since, according to the research, it is part of the strategies to achieve quality education in times where “online” education predominates