Research Article https://doi.org/10.12973/ijem.8.1.1 International Journal of Educational Methodology Volume 8, Issue 1, 1 - 9. ISSN: 2469-9632 http://www.ijem.com/ Socio-formative Pedagogical Counseling: Professionalization and Improvement of Teaching Practice in Compulsory Education in Northern Mexico Haydeé Parra Acosta * Universidad Autónoma de Chihuahua, MÉXICO Perla Briselda Cordero Lerma Centro de Investigación y Docencia, MÉXICO José López Loya Centro Universitario CIFE Universidad Autónoma de Chihuahua, MÉXICO Received: August 15, 2021 ▪ Revised: December 24, 2021 ▪ Accepted: December 28, 2021 Abstract: Technical and pedagogical counseling as accompaniment benefits teachers’ development. However, there are information gaps on the specific impact of counseling with a socio-formative approach on both professionalization and the improvement of teaching practice. The objective is to analyze the relationship between these three elements. A cross-sectional study with a quantitative approach was employed. A validated questionnaire was applied to a representative sample of 212 teachers. The information analysis was carried out through statistics: descriptive, correlational, and linear regression, whose level of significance was: <.01-. 05. Teachers consider that technical and pedagogical counseling from socio-formation fosters the development of an ethical life project, promotes problem solving in their educational practice, collaborative work, metacognition, and entrepreneurship (92.78 ± 14.3). The correlational analysis showed a significant relationship between socio-formative pedagogical technical counseling and teaching practice, the latter of which was enhanced by the former. In the linear regression analysis, the best model of pedagogical technical counseling is made from socio-formation, which predicts a 71% improvement of teaching practice. As a result, this form of counseling benefits both professionalization and teaching practice through metacognition. Keywords: Technical and pedagogical, accompaniment, problem solving, metacognition, ethical life project. To cite this article: Parra, A. H., Cordero Lerma, P. B., & López, L. J. (2022). Socio-formative counseling: Professionalization and improvement of teaching practice in compulsory education in northern Mexico. International Journal of Educational Methodology, 8(1), 1-9. https://doi.org/10.12973/ijem.8.1.1 Introduction Technical-pedagogical counseling is recognized in some countries as a process of pedagogical accompaniment, which implies a process of construction between peers through the exchange of experiences with the possibility of improving the professional learning of teachers (Cantillo & Calabria, 2018). It is also considered as a process of support, accompaniment, and pedagogical guidance. According to the 2018 report "The Teaching Profession in Europe: Access, Progression and Support", in 26 countries, teachers are supported in the development and improvement of their teaching practices (Comisión Europea/EACEA/Eurydice, 2018). Thus, pedagogical technical advice, is considered, an institutional professional development strategy for active teachers, coordinated and implemented by supervisors, managers and supported by experienced advisers (López & García, 2021). The counseling technical-pedagogical, promotes educational innovations that improve student learning, since it is focused on improving the performance of teachers and helping them achieve their goals, based on the development of their competencies and the solution of the challenges they may face (Reséndiz Melgar, 2020). Likewise, the accompaniment of teachers strengthens their professional capacity in the workplace. Thus, the improvement of teaching practices is not due to an external imposition but to reflective processes when analyzing the context of their teaching practice and supporting proposals for improvement (Agreda & Pérez, 2020). Therefore, technical-pedagogical advice is defined as a theoretical, methodological, systematic, and planned activity that requires training and responsibility. * Corresponding author: Haydeé Parra Acosta, Universidad Autónoma de Chihuahua, México.  hparra05@hotmail.com © 2022 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).