The impact of personal convictions on teaching practice

Abstract

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.