by Dr. Uvencio Blanco Hernández The chess teacher, teacher or instructor seen as a mediator One of the most important actors in the chess teaching-learning process is the chess teacher or instructor. We are talking about the professional who acts in the classroom or workshop as a mediator between the vast volume of information and chess content and our children and young people, as the main subjects of this process. However, a point of interest is "the need to investigate the differences between the teaching of chess by a chess instructor or by a teacher or professor without specific training in the game, although with basic training. This aspect in particular has been considered on numerous occasions and represents a major difficulty when trying to establish a state policy aimed at incorporating the teaching of chess in schools, whether primary or secondary" (Zeynalli, A. 2015). This discussion is held today within the Chess and Education Commission FIDE; an environment in which the value of both professionals is recognised; although it is understood that the ideal teacher or instructor is one who has a degree in teaching, pedagogy or who, having another related profession, has passed courses of pedagogical components that allow them to "speak the same language of the school. That is why when we talk about the profile of the teacher, we basically refer to the set of personal and professional skills, knowledge and abilities that an educator exhibits in the development of his or her educational function. We are particularly interested in the affective, ethical and intellectual actors, as well as their ability to control their professional work.   Roles, functions and responsibilities of the teacher The conception of the teacher as a single, authoritarian agent ceased to be a long time ago, as changes took place in the appreciation of the student, who is now considered as an active and not a passive entity, as in the past. This situation determined the assignment of new functions and responsibilities to the teacher, which in turn implied the emergence of new roles to be played. Taking this trend into account, it is proposed that the teacher, teacher or chess master, should effectively play the following roles: facilitator of learning, researcher, counsellor, social promoter, planner, administrator and evaluator. These considerations are taken into account because teachers involved in chess teaching and training generally come from different specialities, teacher training institutes, professional experience, positions, etc. Many of them do not even have the necessary qualifications to teach chess. In fact, many of them do not even have a teaching qualification; instead, they have practical tournament experience and, in some cases, hold the title of Chess Expert or Chess Master. If we add to the above: motivations, professional goals and a significant lack of knowledge regarding specific functions, attributions and obligations, this explains the lack of awareness or commitment regarding the role to be played.   A desired profile Blanco, U (1995), considers that, in the light of the above, a "profile" of the chess teacher should be defined, in which the requirements of attitudes, abilities and skills that the international chess movement demands of its teachers are specified. This profile is made up of: *  The scientific-methodological competences which enable them to work productively in their speciality and which we will call the scientific-technical profile; * The competences required for the teaching task itself, which includes teaching and research; and, * The characteristics, qualities, attitudes and aptitudes that make up the personality traits inherent in their nature as individuals and as social beings, which translate into their ability to contribute to shaping the conscience and effects of their pupils; this is the most delicate and complex part of their mission and which we shall call the ethical-social profile. It should be noted that the development of this profile should be based primarily on the "competences" and "attitudes" that the teacher is potentially capable of developing. Therefore, aspects (1) and (3), the scientific-technical and the ethical-social, should be a priority when defining it. This author proposes, based on the development policy of the FIDE Chess and Education Commission, some of the features of the profile that should characterise the chess teacher or instructor.   To be continued..