<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662020000200267</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencias de estudiantes de psicología al intervenir en una escuela secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiences of Psychology Students Participating in Interventions at Secondary Schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saucedo Ramos]]></surname>
<given-names><![CDATA[Claudia Lucy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Campos]]></surname>
<given-names><![CDATA[Gilberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canto Maya]]></surname>
<given-names><![CDATA[Claudia Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores Iztacala ]]></institution>
<addr-line><![CDATA[Tlalnepantla Estado de México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>267</fpage>
<lpage>290</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662020000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662020000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662020000200267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo es analizar las experiencias que narraron estudiantes de psicología al intervenir con adolescentes en escuelas secundarias. A partir de una investigación cualitativa y desde un enfoque de psicología cultural, llevamos a cabo entrevistas a profundidad para analizar cómo los estudiantes transitaron de las aulas al campo aplicado, de la teoría a la práctica, y los procesos de co-construcción de sus estrategias para empezar a pensarse como profesionales de la psicología. En los resultados destacamos los aspectos de pericia relacional del proceso: el modo como manifestaban lo que era importante para ellos al identificar las necesidades de los demás y las maneras en que respondían a ellas. También destacamos que todas las reflexiones que nos ofrecieron daban cuenta de un yo emotivo-pensante-actuante, de modo que el análisis de la apropiación y puesta en práctica de competencias profesionales debe considerar al estudiante de manera integral y siempre situado en contextos sociales de práctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study is to analyze the experiences psychology students narrated after intervening with adolescents at secondary schools. Based on qualitative research and a focus on cultural psychology, we carried out in-depth interviews to analyze the movement of students from the classroom to their applied field, from theory to practice, and the co-construction processes of their strategies as they began to think of themselves as professionals in psychology. The results underline the aspects of relational skill in the process: the way they expressed what was important for them by identifying the needs of others, and the way they responded to those needs. We also emphasize that since all of their reflections expressed an emotional/thinking/acting self, any analysis of the appropriation and implementation of professional skills must consider the student in an integral manner, always within social contexts of practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
<kwd lng="es"><![CDATA[experiencia de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="en"><![CDATA[professional training]]></kwd>
<kwd lng="en"><![CDATA[learning experience]]></kwd>
<kwd lng="en"><![CDATA[development of skills]]></kwd>
</kwd-group>
</article-meta>
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