The teachers who make -and mark- the difference

Abstract

This article aims to analyze the characteristics that distinguish teachers who make a difference in a classroom and the effect they generate on their students, at the same time creating a brief review of the concept of "teacher training" and the factors that compose it. The analysis is carried out through an approach where cognitive and affective are seen as a whole, primarily referring to the authentic teacher role in the classroom. The methodological approach is qualitative, with a documentary design supported by an extensive bibliographic review. Emphasis is placed on the relevance of teacher training that takes charge of the challenges that arise, both from social processes and culture itself. Teacher training that considers external aspects and focuses on the teacher as the subject and object of an experience that is not exhausted in the classroom work but goes beyond the immediate limits. Seeking to address the student to his full potential; who will become the culture and knowledge transmitter of society.