Resumo

ERAUSQUIN, Cristina et al. Re-Visiting Pedagogy With Socio-Cultural Perspectiva: Artifacts To Develop Reflective Practice At Work Of Teaching Psychology. Teachers Of Psychology In Training And Trained In Communities Of Learning Of Teaching Apprenticeship Of Psychology Teaching Course. Anu. investig. [online]. 2008, vol.15. ISSN 1851-1686.

The AIM is to explore mental models of intervention of Psychology teachers in educational problem-situations that University students build at their Undergraduate Teaching Apprenticeship. Units of analysis: "contextualist shift" of learning. Frame: sociocultural theories and pedagogy, mental models and cognitive change, reflection over profession and competences. A Questionnaire of Problem-Situations was given to 93 students and 22 teachers in 2007. Qualitative differences between pretest and post-test in axes and dimensions of the process of becoming professionnals are analysed in 53 futur teachers of Psychology. Strengths: complex problems, inferences, aims. Critical knots: ahistoricity, unilateral agency, tools and attribution. Figures of teachers centered in empowerment of psychological subject, rather than in content and meaning of discipline teaching. Involvement in processes of internalization and externalization for appropriation of the role: tensions, opportunities of change, construction and exchange of senses. Mental models: a multidimensional, heterogeneous unit of analysis, situated in interpersonal, institutional and historic networks.

Palavras-chave : Activity systems; Mental models; Teaching.

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