Transversal Skills and Professional Motivation in Qualifying Courses for Secondary School: An Exploratory Investigation

Teacher training represents a crucial challenge for the construction of equitable, inclusive and accessible school contexts. Training courses tend to focus on increasing knowledge instead of examining the factors that help people cope with uncertainty and stress. The paper intends to examine the profile of teachers participating in the qualifying courses for lower and upper secondary schools (30/36 and 60 credits), with particular attention to emotional and motivational aspects. The exploratory research, conducted through a qualitative-quantitative approach, highlights that students acknowledge the importance of transversal skills in professional action, feeling vulnerable to situations of anxiety, fear and shame. These results stress the importance of developing training courses that promote adequate reflection on all dimensions, including relational, cognitive and social aspects.