Teacher education and motivation culture

Initial training processes can foster the paradigmatic transformation of the novices' imagery of teaching, with the overcoming of the idea of the teacher as a mere devotee of a discipline. This training season can help to develop an awareness of the fact that school learning is not an exclusively intellectual phenomenon: it cannot be understood by ignoring the affective-motivational dimensions and not considering the person as a whole. Among the professional referentials of teaching action must necessarily be the ability to establish appropriate relationship systems with pupils and the ability to promote their motivation and participation, ensuring the gradual progression of meaningful learning.