Subjetividad docente y prácticas pedagógicas: influencia de las creencias personales en el aula

Teacher subjectivity has become, in recent decades, a fundamental field of research to understand training processes in higher education. Far from being only an individual dimension, subjectivity is shaped as a social, cultural, and political construction that decisively influences teaching practice, the relationship with students, and knowledge production. This article addresses teacher subjectivity from a critical perspective, analyzing its implications for transforming educational models and improving learning quality. The theoretical framework integrates contributions from classical and contemporary authors, articulating discussions from psychology, critical pedagogy, and the philosophy of education. The research is justified in the context of current challenges in higher education in Latin America and particularly in Ecuador, where student massification, job precariousness, and tensions derived from technological innovation create new scenarios for teaching practice. Methodologically, a qualitative, descriptive, and analytical approach is proposed, employing documentary review, in-depth interviews, and critical discourse analysis of pedagogical practices. The findings reveal that teacher subjectivity is a key axis to rethink teacher professionalization, lifelong training, and educational policies aimed at quality improvement. Finally, it is concluded that understanding teacher subjectivity not only makes it possible to recognize teachers’ experiences, beliefs, and emotions but also contributes to building more inclusive, critical, and democratic universities