School motivation: Keys to future teachers’ motivational training

Abstract

This article suggests theoretical schemes that seem most relevant to motivational training of future teachers. This arises from the observation that pedagogy students’ motivational training is often made from theoretical models that, while they may be very predictive, are not adequate enough to offer clues for pedagogical intervention that focus on motivation for learning. Different theoretical approaches are discussed recognizing their contributions and limitations. Finally, we propose a theoretical framework that can contribute, in a relevant way for future teachers, to acquire theoretical elements which sustain their efforts to motivate their students, focusing on learning the motivational factors and leaving behind notions theoretically less relevant for this purpose.