摘要：The strong changes which occurred in higher education — namely the insistence on social relevance of training’s social relevance towards employment and professional activity — resulted in the growing importance of training environments. The guiding idea is that effective learning also depends on a series of learning opportunities that are beyond what a teacher can offer his students in a classroom. The adopted denominations and utilized concepts are many, — “organizational climate”, “organizational culture”, “school climate”, “epistemic culture”, “professional knowledge landscape”, among others — and each captures, in its own way, partial aspects of the study field. Starting from reviewing literature about said concepts and establishing relationships between them, we intend to present a theoretical-conceptual frame that we call “professional training climates”, which has the potential to provide elements towards a systemic ecological analysis of the complexities inherent to the formative processes of professionals in Higher Education regardless of their professional field.
