POLIFONÍA DE VOCES DE TUTORES DE PRÁCTICAS EN DIFERENTES ESCENARIOS: MODELOS MENTALES DE INTERVENCIÓN PROFESIONAL Y REPRESENTACIONES DEL APRENDIZAJE DE “PSICÓLOGOS EN FORMACIÓN”

El trabajo analiza los modelos mentales de intervencion profesional sobre problemas contextualizados de Tutores de Practicas Profesionales de la Carrera de Psicologia en Universidad de Buenos Aires. Esta vinculado a estudios realizados a tres cohortes de “psicologos en formacion” sobre aprendizajes y giros desarrollados en diferentes ejes de profesionalizacion en la Practica de Grado. Analiza los modelos mentales de Tutores y sus representacionesacercadequeaprendenlosestudiantesdePsicologia en las Practicas de Formacion Profesional. Dos Cuestionarios fueron administrados a 42 Tutores de distintas Areas de Practica: Clinica, Educacion, Social-Comunitaria, Justicia y Trabajo. El marco epistemico se fundamenta en el pensamiento de Vygotsky y Lave y la Teoria de laActividad. Se conceptualiza la apropiacion participativa del rol profesional del psicologo por parte de estudiantes y tutores en comunidades de practica. Categorias cognitivo-contextualistas de modelos mentales y competencias de Rodrigo y Perrenoud referencian el analisis del cambio cognitivo en la formacion profesional. Se recoge evidencias sobre la relevancia que los Tutores otorgan a la apropiacion del rol profesional por parte de los Estudiantes y las diferencias en las representaciones del aprendizaje y en los modelos mentales de intervencion profesional entre Tutores de distintas Areas. Palabras clave Participacion Modelos Mentales Competencias ABSTRACT DIVERSITY OF VOICES OF APPRENTICESHIP TUTORS IN DIFFERENT STAGES: MENTAL MODELS OF PROFESSIONAL INTERVENTION AND REPRESENTATIONS OF LEARNING OF PSYCHOLOGISTS IN TRAINING The work analyses the mental models of psychological intervention on situated problems of Tutors of Professional Practice in Faculty of Psychology in Buenos Aires University. The analysis is linked with other studies developed with three generations of students of Psychology, about learning and shifts produced during the Undergraduate Apprenticeship, in different axes of the process of “getting professionalism”. This work analyses Tutors mental models and their representations about what Psychology students actually learn during Professional Undergraduate Apprenticeship. Two Questionnaires were administered to 42 Tutors of different fields: Clinic, Education, Social-Community, Justice and Work. The conceptual frame is founded in the thought of Vygotsky and Lave, and in Activity Theory. It has been conceptualized the participative appropriation of students and tutors in communities of practice. Cognitive-contextualist categories of mental models and competences of Rodrigo and Perrenoud frame the analysis of cognitive change in professional modeling. The research collects evidence about the significance attributed by Tutors to the students appropriation of psychologist role and about diversity of representations of learning and diversity of mental models of professional intervention in Tutors of different contexts of Practice. Keywords: participation, mental models, competencies, appropriation. Key words participation mental models competences