Authority, responsibility and authorship in the teaching profession: the challenge of building pedagogical crafts

Abstract

This article is a theoretical reflection that tries to build relationships between three key concepts to address the particularities that the teaching profession acquires in the contemporaneity: pedagogical authority, educational responsibility and didactic authorship. In the first place, we start by defining the notion of pedagogical authority and briefly review its crisis in the contemporary educational scenario. Secondly, it is proposed that reconstructing the necessary authority to teach implies reviewing the notion of educational responsibility, since the authority of the teacher is recognized insofar as he assumes his responsibility to the culture and the new generations. In the third place, it is proposed, by way of hypothesis, that this subjective movement of "taking charge" becomes more probable insofar as a relationship of authorship of the teacher with respect to his own action is promoted; an action that, from this perspective, implies the construction of a pedagogical craft.