ABSTRACT The work examines mental models to analyse and solve problems situated in school settings that were built in communities of practice of University training for teaching future psychologists to teach Psychology . Descriptive ethnography includes quantitative and qualitative analysis. At the beginning/at the end of Undergraduate Apprenticeship, one questionnaire about educational problems and another about conceptions on learning were administered to 22 tutors and 85 students. Results show differences between tutors and students in explicit knowledge, scientific hypothesis and professional involvement in activity systems. It is difficult for students to raise awareness about deep differences between professional psychologists interventions and psychology teachers activities. Developing competences to teach Psychology is challenging at University.