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The starting point of this study is that good pedagogical cinema is capable of provoking, indirectly, rich lived experiences about the way of being and relating and adult to children, especially in well predisposed teacher-viewers. Fifteen involved teachers were selected as participants. Additionally, the authors selected three movies considered pedagogically valuable. The central criterion of the selection was to have a teacher-protagonist with clear signs of excellence in their educational relationship with students. Thanks to a careful viewing of the films, the participants experienced vicariously a considerable number of lived meanings from those significant scenes where the protagonists showed to be clearly exemplary teachers in their relationship with the students. Next, the participants narrated sensitive stories, derived from their lived experience, on aspects and nuances of some of the most plausible traits of educational excellence present in such protagonists-teachers in the films. Based on these stories, we rigorously applied the hermeneutic-phenomenological method, as it is proposed by van Manen. After this process, we obtained a series of essential meanings about what is –and should be– an excellent teacher from the vicariously lived experiences regarding the way of being and relating to the students those outstanding teachers protagonists. In the end, we present the Phenomenological Text, which collects the best findings –selected in this paper–from this unconventional research in a vivid and evocative way.

Rasgos esenciales de los profesores excelentes en su relación con los alumnos tras el visionado de películas pedagógicamente valiosas