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While working conditions in teaching are becoming more and more difficult regarding accomplishing the primary task (to educate, to teach), teacher-training (academic and professional) seems to be paradoxically maladjusted or insufficient at the same time. The implementation of predetermined processes or protocols intended to be valid in all circumstances demonstrate themselves to be inefficient faced with the individuality of cases. The teaching profession remains powerless confronted by this behavior, unsuited to schooling. Undoubtedly, the training henceforth is being conceived to the exclusion of the subject and to the benefit of the individual. This change of perspective results in an extraction of the point of view of the intersubjective relations and their implications from the understanding of what is happening which are accessible only by self-improvement using a clinical approach. Only a training process taking into consideration the clinical assessment of the subject as subject of the group according to authentic clinical methodology, will be able to prepare teachers to better understand and manage the effects, phenomena and processes of the group within their class at the heart of the institution and the values around which its running is organized.