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The advances of a research that inquired about the way in which postgraduate students of a public state university recognize conceptions and traits associated with the "good teacher" are made known. A literature review was carried out to delimit the contextual, theoretical and methodological approach. The methodology used was qualitative, documentary and exploratory; an instrument of four open questions was applied to 137 graduate students from different areas of knowledge. Categories were established to analyze the information. As initial findings, the need to modify the traditional professional training model was identified; however, students tend to place the responsibility for their training on the teacher and give him the role of motivator and stimulator of their learning. Students usually recognize, as traits of the good teacher: empathy, cooperation, communication, tolerance, patience, confidence, human being, open to dialogue, plural thinking, horizontal relationship that interacts in a group; Be ethical, honest, humble, respectful and with commitment. Resumen:Se dan a conocer los avances de una investigación que indagó sobre la manera en que estudiantes de posgrado de una universidad pública estatal reconocen concepciones y rasgos asociadas al "buen docente". Se realizó una revisión de literatura para delimitar el planteamiento contextual, teórico y metodológico. La metodología empleada fue cualitativa, documental y exploratoria; se aplicó instrumento de cuatro preguntas abiertas, a 137 estudiantes de posgrado de diferentes áreas de conocimiento. Se establecieron categorías para analizar la información. Como hallazgos iniciales se identificó la necesidad de modificar el modelo de formación profesional tradicional; no obstante, los estudiantes tienden a depositar en el docente la responsabilidad de su formación y otorgarle el papel de motivador y estimulador de su aprendizaje. Los estudiantes suelen reconocer, como rasgos del buen docente: empatía, cooperación, comunicación, tolerancia, paciencia, confianza, ser humano, abierto al diálogo, pensamiento plural, relación horizontal que interactúa en grupo; ser ético, honesto, humilde, respetuoso y con compromiso. Palabras Clave:Universidad pública, buen docente, posgrado.

"The look of the other in the devices of foreign languages formation. Isomorphisms of linguistic policy and mediation". The case of the bachelor degrees for French teachers in Mexico is analyzed in order to show how the ways of looking at the other and be looked by the other can impact the mediation types and the treatment of the cultural distances, which in turn rebounds in the appropriation of the foreign language, the configuration of the professional ethos and the acquisition of competences for self-formation. Qualitative data were obtained by means of interviews, observations and collection of documents and the work was done by combining structural analysis, representation analysis, analysis of identity, genealogy and political discourse analysis. As epistemological focus, the reconstruction of the formation device was adopted, highlighting the ethical-political dimension. After analyzing the representations of the teachers on their task and their activity as mediators, as well as their social and cultural identifications, five mediation types and four treatment forms of alterity were identified: the plotted alterity, the confiscated alterity, the aculturing opening and the polyvalent opening. It was found that these forms of looking at the other are also present in the field of educational and cultural cooperation between the countries involved, as well as in the strategies and policies of use and dissemination of the language deployed in the history of said countries. The conclusion is that only a non-confiscating look with polyvalent opening can contribute to the appropriation of the target language, the conformation of an autonomous professional ethos and the acquisition of dispositions for self-formation.