摘要：The objective of this work is to configure a model of difficulties and proposals to put into practice the conceptualization of the ideal teacher from the perspective of the teachers. The identity of the teacher is configured through subjective perceptions verbalized in the analytical discourse of the teacher, which relate the professional and personal dimension to the context in which it is circumscribed. Grounded Theory is chosen as the method, and the discussion group as a technique, consisting of 10 participants of different profiles in the educational field: initial training, final training, teacher looking for a job, new teacher, experienced teacher and trainer of prospective teachers. The "Model of difficulties and proposals for the materialization of the teaching ideal" has been specified in the supracategories "Problems for materialization" and "Proposals for materialization" in relation to the following dimensions: student profile, training and access, motivations, organizational and curricular framework and teaching practice. The results show that the paradigm in which the resulting model is inserted is in line with the socio-constructivist approach, as well as the need for a multifocal reflective pedagogical practice, centered on the social and cooperative learning environment.
关键词：model;teacher;Grounded Theory;discussion group;21st century
