ABSTRACT Aim: To analyze mental models and activity systems throughout educative experiences that cross boundaries between academic world of University and real world of work. Psychologists in modeling learn to work with different Professionals in educational contexts through actual societal practice. Framework: contextualist shift in psycho-educational agents (Pintrich), mental models and cognitive change in educational contexts (Rodrigo), cultural-historical activity theory (Engestrom); Vigotskian concept of Zone of Proximal Development, to understand process of professionals modeling as well as process of developing minds through schooling. Three experiences of Apprenticeship narrated by different groups of Students of Psychology at Educational Contexts were analyzed: one of Applied Psychology in Education, in institutions with Special Educational Needs schooling; another of Research in Education, to investigate integration in Mainstream Inclusive School and TICs in Special Education; last of Teaching Psychology, in Secondary School or University Courses. Methodology: descriptive ethnography with quantitative and qualitative data. Questionnaires about Situation-Problems from Psychologists Intervention perspective in Education were given to two hundred subjects at the beginning and at the end of their Apprenticeship. Multidimensional Matrix of Analysis of Psychologists Professionalisation was applied to examine the shifts happened between pre-test and post-test in Students Mental Models and differences related to contexts and roles to appropriate in Advanced Students of Undergraduate Courses of Psychology at the same Argentine University during 2008 developing Apprenticeship. Results: Professional knowledge and competence is co- constructed in contexts of work and study. Historic role of educational psychologists related to segregated schooling and IQ assessment is changing towards a contextualist shift but changes are different for different roles appropriation and for different models dimensions, with strong tension between clinical models in Psychologists formation (one matrix of development and focus on individual de-contextualised mind) and need of new perspectives in inclusive education. Conclusions: We learn to work working, although we don´t know at the beginning how to do it. Who learn have a chance to build how to do something with others.While they find out how it can be, they choose one from many ways, likely different to tutors´one, including one that there isn´t yet there.