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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16331 |
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| Sumario: | 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. |
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