Be a good teacher: who, when, how, and for whom

Abstract

The article analyzes, from a bibliographic study, the perspectives that point to the concept of a good teacher in modern times, from the point of view of the influences of the teacher formation, also contemplating the historical and contextual perspective of the composition of this concept.The theme is the problematization of possible influences on what it is to be a good teacher in the XXI century, with a reflection on the historical recovery of teacher training and pedagogical practices that are imbued with cultural, curricular, disciplinary and contextual influences, having as main objective to discuss the notion of good teacher from the influences of the teacher formation in multiple contexts. After an incursion into authors considered classic in the field of teacher education and Didactics, whose studies favor the role of the teacher throughout history, a reflection is also made on the good teacher, culminating in the understanding, even if provisional, of that this concept is temporal, contextual, depending, therefore, on the perspective of analysis. Thus, it is understood that in the historical movement and social constitution, understanding what would be a good teacher requires the understanding of the multiple knowledges present in the pedagogical formation and practice, in the light of the theoretical framework that drives the pedagogical field. And with regard to the 21st century, such a concept comes from the relationship established between teacher and student and methodological options that prioritize the understanding of the ‘how’ to carry out the process and of ‘who, when and for whom’ it is carried out.