The impact of personal convictions on teaching practice
This academic reflection article analyzes the impact of personal convictions and beliefs on the teaching practice, understanding them as nuclei of meaning that shape professional identity and guide praxis. The main objective is to examine how these subjective structures condition decision-making and...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2026
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6210 |
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I38-R392-article-62102026-04-30T18:54:58Z The impact of personal convictions on teaching practice El impacto de las convicciones personales en la tarea docente Ferioli, Graciela Celestina Fariña, Andrea Alejandra teacher's professional ethics inclusive education sensory disability school-community relationship teaching practice ética del docente educación inclusiva discapacidad sensorial relación escuela-comunidad práctica pedagógica This academic reflection article analyzes the impact of personal convictions and beliefs on the teaching practice, understanding them as nuclei of meaning that shape professional identity and guide praxis. The main objective is to examine how these subjective structures condition decision-making and the search for situated educational solutions, especially in contexts of disability. Methodologically, the work is based on a qualitative-narrative approach through a single case study: the school trajectory of a student with deaf-blindness in Córdoba, Argentina. The results suggest that the transition from technical rationality toward a reflective practice allows for transcending normative limitations. It concludes with the recommendation to incorporate spaces for reflexivity on one's own practice, understood as a process where subjectivity and personal convictions guide pedagogical decision-making to guarantee an education oriented toward social justice. El presente artículo de reflexión académica analiza la incidencia de las convicciones y creencias personales en el ejercicio de la docencia, entendiéndolas como núcleos de sentido que configuran la identidad profesional y orientan la praxis. El objetivo principal es examinar cómo estas estructuras subjetivas condicionan la toma de decisiones y la búsqueda de soluciones educativas situadas, especialmente en contextos de discapacidad. Metodológicamente, el trabajo se sustenta en un enfoque cualitativo-narrativo a través de un estudio de caso único: la trayectoria escolar de una estudiante con sordoceguera en Córdoba, Argentina. Los resultados sugieren que la transición de una racionalidad técnica hacia una práctica reflexiva permite trascender las limitaciones normativas. Se concluye con la recomendación de incorporar espacios de reflexión sobre la propia práctica, entendida como un proceso donde la subjetividad y las convicciones personales guían la toma de decisiones pedagógicas para garantizar una educación orientada a la justicia social. Universidad Católica de Córdoba. Facultad de Educación 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6210 10.22529/dp.2026.24(47)01 Diálogos Pedagógicos; Vol. 24 Núm. 47 (2026): abril - septiembre 2026; 1-8 2524-9274 1667-2003 spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6210/9092 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6210/9093 Derechos de autor 2026 Graciela Celestina Ferioli, Andrea Alejandra Fariña https://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Católica de Córdoba |
| institution_str |
I-38 |
| repository_str |
R-392 |
| container_title_str |
Diálogos pedagógicos |
| language |
Español |
| format |
Artículo revista |
| topic |
teacher's professional ethics inclusive education sensory disability school-community relationship teaching practice ética del docente educación inclusiva discapacidad sensorial relación escuela-comunidad práctica pedagógica |
| spellingShingle |
teacher's professional ethics inclusive education sensory disability school-community relationship teaching practice ética del docente educación inclusiva discapacidad sensorial relación escuela-comunidad práctica pedagógica Ferioli, Graciela Celestina Fariña, Andrea Alejandra The impact of personal convictions on teaching practice |
| topic_facet |
teacher's professional ethics inclusive education sensory disability school-community relationship teaching practice ética del docente educación inclusiva discapacidad sensorial relación escuela-comunidad práctica pedagógica |
| author |
Ferioli, Graciela Celestina Fariña, Andrea Alejandra |
| author_facet |
Ferioli, Graciela Celestina Fariña, Andrea Alejandra |
| author_sort |
Ferioli, Graciela Celestina |
| title |
The impact of personal convictions on teaching practice |
| title_short |
The impact of personal convictions on teaching practice |
| title_full |
The impact of personal convictions on teaching practice |
| title_fullStr |
The impact of personal convictions on teaching practice |
| title_full_unstemmed |
The impact of personal convictions on teaching practice |
| title_sort |
impact of personal convictions on teaching practice |
| description |
This academic reflection article analyzes the impact of personal convictions and beliefs on the teaching practice, understanding them as nuclei of meaning that shape professional identity and guide praxis. The main objective is to examine how these subjective structures condition decision-making and the search for situated educational solutions, especially in contexts of disability. Methodologically, the work is based on a qualitative-narrative approach through a single case study: the school trajectory of a student with deaf-blindness in Córdoba, Argentina. The results suggest that the transition from technical rationality toward a reflective practice allows for transcending normative limitations. It concludes with the recommendation to incorporate spaces for reflexivity on one's own practice, understood as a process where subjectivity and personal convictions guide pedagogical decision-making to guarantee an education oriented toward social justice. |
| publisher |
Universidad Católica de Córdoba. Facultad de Educación |
| publishDate |
2026 |
| url |
https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6210 |
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