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 specialty and psychopedagogic achievement. The process and the result of teachers’ emotional culture formation are based on a motivational normative, cognitive, connotative, managerial, discursive and integrating self image, axiological developed on intrapersonal and communicative-relational dimensions.