ABSTRACT
We use theoretical fields about aspects of the Teaching and Learning processes related to the Motivational Process and reviews elements of the conceptualization of motivation, as a process who involves external/extrinsic and internal/intrinsic components, including elements of interpersonal relationships. The research data are qualitative, using 34 teachers’ field diaries, obtained after the workshops developed with them, complemented with our infield (unsystematic) observations, in three schools, about: their pedagogical practice, motivation, aspects of his/her malaise and well-being, reflections about their self-image and self-esteem, autonomy and cooperation for motivation in education. Their qualitative speeches were pointed on field diaries, complemented with observations, obtained in the meetings with these teachers. They are analyzed by Content Analysis Technique and the categories we found are: 1) Initial conceptions that subjects bring on the subject motivation; 2) Relation between malaise/wellbeing and teacher’s motivation; 3) Relation among self-image, self-esteem and motivation; 4) Cooperation for motivation in the profession. We stress the need and importance of conducting positive aspects related to the subjectivity aspects of the teacher and students’ relationships, remembering that the three components (knowledge, skills and attitudes/affect) interact constantly. We still see that our field research needs to be expanded, with a view to provide continuing education for the teachers (also students and parents) to make them aware of the importance of motivation related to his/her well-being.