Motivating Factors Throughout The Professional Life Of Educators In Social-Education Contexts

The paper addresses the transformation of the educator's self-image in his or her period of university education. By describing the skills profile, emotional resources and work environment associated with professional identity. The work in socio-educational and health contexts puts into play a professional identity based on a motivation connected with a high vocational level. These aspects characterize the socioeducational work as an activity of remarkable emotional and energetic impact. Personal values and competences are linked up with the professional and cultural context. This situated activity is carried out mainly in the daily relationship with users The research has investigated these themes through a qualitative and quantitative research path, using questionnaires and focus groups. In addition, the methodological path also provides an in-depth study through the activation of reflection groups with the prompting of PEGs (Positive Emotional Granularity Card). In the first results of the research it emerges that the identity of the educator perceived by novice students is characterized by a micro-relational vision with the user. This is based on a concern evaluated and connected with prejudices and fears. The group of educators trained show a meso-relational vision in which the teamwork becomes stronger and the relationship is distanced. Emotional resonance in the educator characterizes educational action by interpreting models and practices activated in the relationship. In particular, a positive emotion based on hope emerges above all. In both groups, there is a strong positioning on the most intimate dimension of the educational relationship and on the self, leaving aside the value of the social impact of educational action.