ABSTRACTGuided learning in "communities of practice" has been investigated in students of Psychology of University of Buenos Aires. The conceptual framework is based on Vygotsky´ sociohistorical theory. "Mental models" were used to analyse students representations of interactions that are involved in different professional fields of psychologists interventions. Questions about knowledge and beliefs were given to students at the beginning and at the end of their apprenticeship in social settings. The comparison between pre and post-test showed that students knowledge turned into better adjustment and increase of cognitive integration of psychological competence and mediating tools with wefts of situated problems