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El coaching instruccional se ha posicionado como una estrategia clave para el desarrollo profesional docente, al promover procesos de acompañamiento reflexivo, situado y colaborativo orientados a la mejora continua de la práctica pedagógica. El objetivo de este artículo es analizar los fundamentos conceptuales, modelos teóricos y estrategias educativas que sustentan su implementación en contextos escolares presenciales, a partir de una revisión crítica de la literatura reciente. Esta revisión resulta pertinente ante la falta de diferenciación conceptual entre modelos de acompañamiento y la limitada documentación de experiencias sistematizadas en América Latina. Se aplicó una revisión narrativa sistematizada de estudios publicados entre 2015 y 2024, con criterios de inclusión centrados en el rigor metodológico, la pertinencia temática y la aplicabilidad de los hallazgos. Se analizaron 26 documentos seleccionados, incluyendo libros especializados, artículos académicos y estudios empíricos en español e inglés, recuperados de bases de datos como Scopus, ERIC, RedALyC, EBSCO y Google Scholar.Los hallazgos se organizaron en cinco bloques temáticos: evolución del coaching educativo; modelos y enfoques teóricos; características del coaching instruccional; estrategias educativas para su implementación; y experiencias internacionales, latinoamericanas y guatemaltecas. Se identificaron prácticas efectivas como la observación estructurada, la retroalimentación formativa y la planificación conjunta, así como factores clave para su sostenibilidad institucional: relaciones de confianza, liderazgo distribuido y formación continua. Estos hallazgos ofrecen orientaciones teóricas y prácticas para fortalecer estrategias institucionales de acompañamiento docente, especialmente en contextos latinoamericanos que buscan políticas educativas sostenibles y contextualizadas. Además de sintetizar la evidencia, este trabajo aporta criterios de adaptación contextual para orientar decisiones institucionales en América Latina y en Guatemala.
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Walsh, N. R., Ginger, K., y Akhavan, N. (2020). Benefits of instructional coaching for teacher efficacy: A mixed methods study with PreK-6 teachers in California. Issues in Educational Research, 30(3), 1143–1161. https://www.iier.org.au/iier30/walsh.pdf
Yusliza, M. Y., Nik Afzan, N. S. A., Zainuddin, Z., Muhammad, Z., Saputra, J., y Moorthi, S. (2022). Analysing the impact of coaching on teachers’ and students’ performance. Universiti Malaysia Terengganu, Faculty of Business, Economics and Social Development. http://www.ieomsociety.org/singapore2021/papers/1100.pdf
Zegarra, R., y Velázquez, M. (2016). El coaching: una forma para fortalecer el profesionalismo del docente en el aula. Revista Páginas de Educación, 9 (2). http://www.scielo.edu.uy/scielo.php?script=sci_arttext&pid=S1688-74682016000200006
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