ICAP 2014 Abstract Submission website Professional Practice / Pratiques professionnelles ICAP14-ABS5823 Professional Apprenticeship at Argentine Universities. Participation and Knowledge of Psychologists in Education. Cristina Erausquin 1,* Livia Garcia Labandal 1Facultad de Psicologia, Universidad Buenos Aires, Buenos Aires, Argentina Abstract: This work presents a comparative study of two Extension Projects that have been developed at Buenos Aires and La Plata state universities, linking the Courses of Psychology with inclusive and innovative practice in educational settings. Three categories were used to identify the heterogeneous meaning of ?extension?: 1) as technological transference of tools, products, skills, from University to Social communities; 2) as outreach of Universities, involving professional experts and learners in a Service to Social communities and 3) as a joint construction of knowledge and experience between the University and Social communities. From the perspective of professional learning, approaches could be: a) ?learning by expanding? and crossing the boundaries of an activity system for going beyond its encapsulation - by linking two systems with different logics of functioning, diversity elicits visibility of what is usually invisible for agents -; b) ?learning by experience?, with situated apprenticeship from legitimate peripheral participation towards the core, through communities of practice; c) ?learning through social service and appropriation of ethical values of citizenship and altruism?, with a religious tradition or moral emphasis. To analyze the construction of professional knowledge and competence of psychologists in modeling, In-depth Interviews and Questionnaires of Situated Problems were administered before and after the experience displayed in the Research Apprenticeship and Extension Projects in educational settings (2012- 2013).Two Complex Matrices were used to analyze the Process of Becoming Professional (Erausquin) and Expansive Learning at Work (Engestrom). Changes of cognitions and attitudes during the different experiences were evaluated. Outcomes underline difficulties but also possibilities for working in teams, when the structure of inter-agency is ?reflective communication? and the relevance of analyzing experiences through writing-and-reading, and exchanging meanings and emotions with others. Activity Theory has become a mediational artifact for building tools and strategies addressed to the inclusion and quality in Education, reconceptualizing humans as creators and transformers of their outer and inner world in order to master their future (Yamazumi).