<!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:10.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:ES; mso-fareast-language:ES;} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> Abstract The study examines the mental models of psychological intervention strategy with situated problems in different contexts that have built tutors and professors, and their own representations of learning and development of competences produced in undergraduate students through the Apprenticeship of Psychology. Questions about these issues were given to fifty tutors and professors who work in training students in different domains of Professional Practice Clinical, Education, Social-Community, Justice, Organizations and Research -, in the Faculty of Psychology, Buenos Aires University, Argentina. The framework includes concepts of Vygotsky and Lave. The Activity Theory is used to analyze guided participation of undergraduate students in communities of practice and the contextualist-cognitive categories of mental models and competences from Rodrigo and Perrenoud to understand the conceptual change produced in the education of the profession. The research collects evidence about deep differences between the representations of competences that tutors and professors have got themselves as professional psychologists in different contexts, and about the great significance and relevance attributed by them to Apprenticeship in modeling students skills to work as psychologists in a close time.