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Pedagogical mentoring and transformation of teaching practices in university

Carola Hernandez (Facultad de Ingeniería, Universidad de los Andes, Bogota, DC, Colombia)
Irma Alicia Flores (Facultad de Educación, Universidad de los Andes, Bogota, DC, Colombia)


ISSN: 0368-492X

Article publication date: 31 May 2019

Issue publication date: 19 September 2019




The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform.


The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge.


Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum.

Research limitations/implications

Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process.


The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.



The authors thank the principals of the regional university for allowing the development of this project. Their open vision of the curricular reform was the platform to provide support to teachers in their curricular and pedagogical training, as well as in administrative and organizational subjects that made change possible.


Hernandez, C. and Flores, I.A. (2019), "Pedagogical mentoring and transformation of teaching practices in university", Kybernetes, Vol. 48 No. 7, pp. 1534-1546.



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