The role of the initial psycho-pedagogical training in structuring motivational and attitudinal dynamic toward teaching career

The diminishing interest in teaching as a career was related, in the literature, to a specific dynamic concerning teachers’ motivation, attitudes and expectations. Our research results show that there are significant changes in the attitude toward teaching determined by the initial psycho-pedagogical training. The qualitative analysis of the students’ responses (N=180) to the open question: motives for wanting/ not wanting to be a teacher, reflected changes of percentage for intrinsic, extrinsic and altruistic motives at the end of the training.