A teacher is one who teaches or who is related to teaching. The word comes from the Latin term docens, which in turn derives from docēre ("to teach"). In everyday language, the concept is often used as an analogue of teacher or teacher, although they do not represent the same thing.
The term teacher is polysemic, the following words are used as synonyms: pedagogue, instructor, trainer, educator, teacher, trainer, teacher, didactic, academic, normative, purist, classic, cult, advisor, counselor, facilitator, promoter, counselor, coordinator, counselor, tutor, manager, mentor, guide, guru, mediator and driver, among others.
The teacher or professor is the person who teaches a set of knowledge, however, the teacher is the one who is recognized as having extraordinary ability in the subject he instructs. A Master in the literal sense of the word is a person who by the sum of his virtues must be faithfully imitated, for example CHRIST. In this way, a teacher may not be a teacher (and vice versa). Beyond this difference, everyone must possess academic skills to become effective agents in the learning process.
The teacher, in short, recognizes that teaching is his fundamental dedication and profession. Therefore, their skills are to teach the student in the best possible way.
Teaching, understood as teaching, is an activity carried out through the interaction of three elements: the teacher, his students and the contents. The encyclopedic conception assumes that the teacher transmits his knowledge to the student through various means, techniques and support tools. Thus, the teacher is the source of knowledge and the student is an unlimited recipient of it. In recent times, this way of teaching has been questioned, and different theories have been proposed for teaching and a specific type of teacher for each of them, we will only mention them briefly for space reasons:
Traditionalist teacher, basically behaviorist, is one who considers himself to be the possessor of knowledge and gives it to the student, also believes that he knows everything, and disdains the new because his time was better, improvises and knows the programs by heart, why plan, If you already know what's next, you usually have notebooks with your best students and repeat the exercises year after year.
The reflective teacher: Among other things, he analyzes, supervises, modifies his practice in action, is clear about the contents and objectives to be achieved in the different proposals, thinks about these from the observations of the group of students, depending on their motivations, interests and concerns. Prepare a suggestive environment, to awaken the interest of the children and according to the proposal, while taking into account the security and communication aspects of it. He knows that social forces have a great influence on education, which is present in his daily practices.
The constructivist teacher: This type of teacher not only conducts himself, but seeks to build or "builds" from the students' previous knowledge, induces them to carry out a technique of whirlwinds of ideas in classes on or referring to a topic to teach and from the premises that the students interpret the teaching of the same is carried out.
It should be noted that one of the most important differences between this teacher and the traditionalist are the results, the "behaviorist" cares only about the result of the evaluation of a knowledge, in "constructivism" not only a result is evaluated but also assesses the processes carried out by the student to obtain knowledge, it is about the student being able to overcome the difficulties that arise in their daily life in the best possible way.
Those responsible for educational policy must promote conditions that facilitate the lives of teachers. In various regions of the country, teachers and trainers lack adequate training, resources, support, materials or working conditions. As a consequence, they cannot effectively guide young people in their learning.
Therefore, the government must recognize the importance of teachers and trainers. It is necessary to provide greater opportunities for continuing education for teachers. In addition, they must be assured of working conditions, career prospects, and salaries that make the role of teaching attractive, in order to strengthen their social status. Good management is required to support teachers.
The secretarial agreement by which the Articulation of Basic Education is established dated July 18, 2011 and within the framework of the Comprehensive Reform of Basic Education, the figure of the teacher acquires singular relevance, the teacher is the protagonist of all change in education. The teacher has the historical opportunity to not only develop competencies for the professional and labor world, but also for their personal and civic development; achieve capacities for autonomy, self-realization and the capacity for understanding and action in the face of social problems. The professional, economic and labor world is not assumed as a whole, but as what it is: one dimension of its existence, leaving many others to develop.
A deep reflection of their capacities, values, certainties and limitations as a human being, will allow the teacher to advance towards social recognition, as well as personal and professional growth. The Comprehensive Reform of Basic Education, the most important in recent years in Mexico, is a door that invites the continuous professionalization of teachers in service, since it provides opportunities for personal growth, renewal of knowledge, relevance of the profession based on teaching experience, evaluation of pedagogical intervention in the classroom, knowledge and incorporation of new educational materials and management development to offer an education that develops life skills in Mexican girls, boys and young people.
