Keywords
Preparation in practice
Profesional Consciousness
Learning and change
Professional preparaion in graduate programs
How to Cite
Abstract
The present study was geared to analyze professional preparation processes from the perspective of actors (tutors and tutees) in a master`s program in Educational Psychology. The experience suggests that professional preparation requires guided as well as independent activities in which students employ their knowledge, carry out actions, and reflect about them in order to build a complex, functional and flexible professional consciousness.
Processes analyzed were: 1) learning and change, 2) practice, 3) mediation and 4) reflection; all in educational settings. Participants (tutors and tutees) engaged in processes of analyses, reflection and learning which evolved gradually into a personal epistemology of practice.
Results indicated that students acquired deep and well structured understandings of their own strengths and needs. Tutors continue to evolve in their conceptions and actions to guide the formative processes of highly qualified professionals in educational settings.
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