This article presents an analysis of secondary school teachers in Argentina, considering the existence of a crisis in the traditional model of school of this school stage, suggesting that the conditions of teachers and students have changed, as other social conditions have changed. However, the school haven't accompanied those changes.This article uses data from the National Census of Teachers in Argentina between 1994 and 2004 and the results show a broad overview of teachers' work facing thehigh school challenges in Argentina, especially noting that it's very difficult to isolate the impacts generated by a teacher in particular on students; that the effects of teaching work together with exogenous factors at school; that the recovery and the consequences of the formation promoted to students, sometimes only occur a long time after the school time. Finally, this work closes with the idea that students and their families and teachers themselves usually are not mistaken with the image that represents a good teacher. What occurs is that the expansion problem of this reality is linked to the actions of the education systems in favor of an expansion of schooling, but without the necessary conditions to increase teaching quality.
Teachers' work; secondary school; education in Argentina
