Abstract

FLORES, Rosa del Carmen; OTERO, Araceli  and  LAVALLEE, Marguerite. The evolution of the epistemological perspective in postgraduate students: A case study of school psychologists. Perfiles educativos [online]. 2010, vol.32, n.130, pp.8-24. ISSN 0185-2698.

The kind of training within which a main place is given to the professional activity coupled with disciplinary teaching is the perfect tool for training a competent professional, since students studying it actually acquire, update and incorporate the knowledge by practicing and learning about their profession. The inquiries that have been carried out about post-formal cognitive development, and more specifically about the epistemological perspective, do offer a suitable context to study the passage experienced by the student between his/her student category and his/her life as a competent professional. This is the context in which took place a longitudinal study in which took part two generations of students of a Master in School Psychology. This study is based on the William Perry model, from there derive a diagram of the development of the professional epistemological perspective with four positions and their transitions: I Dependence on the authority; II Validation of experience; III Professional autonomy; IV Professional commitment. The analysis of every student's trajectory shows that there is some variation within the process of change. The results are discussed taking into consideration their implications on the training of professionals.

Keywords : Postgraduate students; Post-formal cognitive development; Professional epistemological perspective.

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