Theoretical models, respectively the paradigms of professional formation characterized and
classified according to different criteria, represent useful guidelines in the process of planning and
developing programs for professional teacher training. Consequently, initial formation and continuous
professional development of teachers should contribute to cultural, professional, general, philosophical,
as well as to speciality and psychopedagogic achievement.
The process and the result of teachers’ emotional culture formation are based on a motivational- normative, cognitive, connotative, managerial, discoursive and integrating self image, axiologically
developed on intrapersonal and communicative-relational dimensions.