Pedagogical support: an effective path towards constant improvement

Teacher mentoring has established itself as a relevant strategy for strengthening teaching practice and improving education. This article critically analyzes recent scientific literature on mentoring in primary education, aiming to identify its foundations, benefits, limitations, and conditions for effectiveness. A qualitative interpretive approach was used, based on a systematic review of 27 academic documents published between 2020 and 2025. The analysis was conducted through thematic coding and emergent categorization. The results show that teacher mentoring promotes teacher professional development, improves classroom performance, and contributes to the construction of professional identity. However, its implementation is conditioned by factors such as institutional leadership, mentor training, and teacher perceptions. The article discusses the need to overcome conceptual and structural tensions, as well as to move toward more flexible, situated, and culturally relevant models. The lack of clear guidelines and inclusive approaches remains a challenge. The conclusion is that mentoring is a transformative practice, provided it is based on horizontal relationships, critical reflection, and understanding of the educational context