Psicología científica y práctica profesional del psicólogo: dos caras de una misma moneda
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Abstract
Se argumenta que el auge de la psicología en nuestra sociedad se explica por el desarrollo de la psicología científica. El psicólogo profesional debe tener una formación científica, pero además debe tener conocimientos de análisis de tareas, evaluación de resultados, combinar conocimientos declarativos y procedimentales, y saber aprender. El profesor de psicología debe compartir estos conocimientos y destrezas, pero además debe saber investigar, enseñar, debe socializarse científicamente, asumir la cultura de la evaluación, y saber ser productivo en un medio institucional muy lejano de la Idoneidad
The growing influence of psychology in our society can be partially explained by the development of scientific psychology. The professional psychologist must be scientifically trained. He/she must be also skillful in tasks analysis, evaluation of results, balanced in his/her declarative and procedural knowledge, and capable to le am. The teacher of psychology shares these knowledge and skills, but also must be able to research, to teach, to get socialized in the scientific community, to assume the evaluation culture, and to know how to be productive in a non-optima! institutional environment
The growing influence of psychology in our society can be partially explained by the development of scientific psychology. The professional psychologist must be scientifically trained. He/she must be also skillful in tasks analysis, evaluation of results, balanced in his/her declarative and procedural knowledge, and capable to le am. The teacher of psychology shares these knowledge and skills, but also must be able to research, to teach, to get socialized in the scientific community, to assume the evaluation culture, and to know how to be productive in a non-optima! institutional environment
Keywords
Conocimiento declarativo y procedimental; Saber aprender; Psicología científica; Análisis de tareas; Evaluación de resultados; Socialización del científico; Cultura de la evaluación; Institución académica; Declarative and procedural knowledge; Knowing how to learn; Scientific psycholog; Tasks analysis; Results evaluation; Scientist socialitation; Evaluation culture; Academic institutions







