The interactions among educators and their pedagogical disposition, acknowledgment, and care

Human relationships constitute the core of school life, as education is, at its essence, a relational practice. While educational research has paid particular attention to student-teacher interactions, the analysis of relationships among teachers has not been equally prolific. This study aims to und...

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Autor principal: AMENABARRO, ESTIBALIZ
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
otherness
care
inclusion
pedagogical relationships
alteridad
cuidado
inclusión
relaciones pedagógicas
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16331
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-16331
record_format ojs
spelling I28-R262-article-163312025-11-26T19:57:32Z The interactions among educators and their pedagogical disposition, acknowledgment, and care Las relaciones entre el profesorado y su carácter pedagógico, reconocimiento y cuidado AMENABARRO, ESTIBALIZ otherness care inclusion pedagogical relationships alteridad cuidado inclusión relaciones pedagógicas Human relationships constitute the core of school life, as education is, at its essence, a relational practice. While educational research has paid particular attention to student-teacher interactions, the analysis of relationships among teachers has not been equally prolific. This study aims to understand and interpret the relational dynamics that teachers construct within the school context, based on their experiences and subjectivities. Adopting a qualitative approach, a case study was conducted in a public lower secondary education school located in the Basque Autonomous Community. Through the methodology of visual narrative inquiry, the lived experiences and subjectivities of a teaching team were explored using semi-structured focus group interviews and photo-elicitation techniques. The findings reveal that teacher relationships significantly influence the institutional climate, pedagogical processes, and the construction of professional identities. Furthermore, the study highlights the need to nurture these relationships, particularly in contexts marked by uncertainty. It concludes that, although often rendered invisible, teacher relationships deserve greater attention due to their capacity to shape the educational framework as a whole. Las relaciones humanas constituyen el núcleo de la vida escolar, dado que la educación es, en esencia, una práctica relacional. Aunque la investigación educativa ha prestado especial atención a los vínculos entre alumnado y profesorado, el análisis de las relaciones entre docentes no ha sido tan prolífico. Este estudio tiene como objetivo comprender e interpretar las dinámicas relacionales que el profesorado construye en el contexto escolar a partir de las experiencias y subjetividades del profesorado que participa. Bajo un enfoque cualitativo, se desarrolló un estudio de caso en un centro público de Educación Secundaria Obligatoria situada en la Comunidad Autónoma Vasca. A través de la metodología de indagación narrativa visual, se exploraron las vivencias y subjetividades de un equipo docente mediante entrevistas focales semiestructuradas y técnicas de fotoelicitación. Los resultados evidencian que las relaciones entre docentes no solo influyen de manera significativa en el clima institucional, sino que también inciden en los procesos pedagógicos y en la construcción de identidades profesionales. Asimismo, emerge la necesidad de cuidar dichas relaciones, especialmente en contextos marcados por la incertidumbre. Se concluye que las relaciones docentes, aunque frecuentemente invisibilizadas, requieren mayor atención debido a su capacidad de modelar el entramado educativo en su conjunto. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-11-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16331 10.34096/iice.n57.16331 Revista del IICE; Núm. 57 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16331/15305 Derechos de autor 2025 Revista del IICE https://creativecommons.org/licenses/by-sa/4.0
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic otherness
care
inclusion
pedagogical relationships
alteridad
cuidado
inclusión
relaciones pedagógicas
spellingShingle otherness
care
inclusion
pedagogical relationships
alteridad
cuidado
inclusión
relaciones pedagógicas
AMENABARRO, ESTIBALIZ
The interactions among educators and their pedagogical disposition, acknowledgment, and care
topic_facet otherness
care
inclusion
pedagogical relationships
alteridad
cuidado
inclusión
relaciones pedagógicas
author AMENABARRO, ESTIBALIZ
author_facet AMENABARRO, ESTIBALIZ
author_sort AMENABARRO, ESTIBALIZ
title The interactions among educators and their pedagogical disposition, acknowledgment, and care
title_short The interactions among educators and their pedagogical disposition, acknowledgment, and care
title_full The interactions among educators and their pedagogical disposition, acknowledgment, and care
title_fullStr The interactions among educators and their pedagogical disposition, acknowledgment, and care
title_full_unstemmed The interactions among educators and their pedagogical disposition, acknowledgment, and care
title_sort interactions among educators and their pedagogical disposition, acknowledgment, and care
description Human relationships constitute the core of school life, as education is, at its essence, a relational practice. While educational research has paid particular attention to student-teacher interactions, the analysis of relationships among teachers has not been equally prolific. This study aims to understand and interpret the relational dynamics that teachers construct within the school context, based on their experiences and subjectivities. Adopting a qualitative approach, a case study was conducted in a public lower secondary education school located in the Basque Autonomous Community. Through the methodology of visual narrative inquiry, the lived experiences and subjectivities of a teaching team were explored using semi-structured focus group interviews and photo-elicitation techniques. The findings reveal that teacher relationships significantly influence the institutional climate, pedagogical processes, and the construction of professional identities. Furthermore, the study highlights the need to nurture these relationships, particularly in contexts marked by uncertainty. It concludes that, although often rendered invisible, teacher relationships deserve greater attention due to their capacity to shape the educational framework as a whole.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16331
work_keys_str_mv AT amenabarroestibaliz theinteractionsamongeducatorsandtheirpedagogicaldispositionacknowledgmentandcare
AT amenabarroestibaliz lasrelacionesentreelprofesoradoysucaracterpedagogicoreconocimientoycuidado
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first_indexed 2025-10-13T05:02:23Z
last_indexed 2025-12-13T05:00:59Z
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