Resumen

ERAUSQUIN, Cristina et al. Mental models and representational systems in psychology teachers modeling through teaching practice. Anu. investig. [online]. 2009, vol.16, pp.157-173. ISSN 1851-1686.

The work analyses mental models and representational systems of intervention in problems of Teaching Practice in students and teachers of Psychology Teaching Apprenticeship at Buenos Aires University. The aim is to analyse strengths and critical knots for development of competences in contexts of situated practice. Theoretic frame: socio-cultural focus, mental models in educational change and competences for teaching. 34 questionnaires about Situated Problems of Interventions were administered to modeled teachers and 99 questionnaires were administered to teachers in modeling, before and after Teaching Apprenticeship in 2007 and 2008. From ethnographic perspective, quantitative and qualitative analyses are made of teacher's mental models and of shifts between pre-test and post-test in student's mental models. Results: strengths in: complexity, perspectivism in situated problems; aims, multiplicity, relevance and addressee of interventions; critical knots in: hypothesis, history, conflicts and ethical dilemma, specificity and inter-agency: tools and attributions to results.

Palabras clave : Competences; Teaching; Mental models; Appropriation.

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