Sé el primero en recomendar esto
This article is a reflection on the ways that meaningful learning can be generated in the practices of graduate psychology students. Relational Construccionism is used as a theoretical framework to support the author’s analysis. This theoretical framework assumes that relationship plays a central role in the generation of knowledge and learning. These ideas serve as the theoretical background that is used to explore the ways through which earning is produced in psychological practices and particularly, the role that supervision plays in its co-creation. Examples and commentaries by the author and several of his students are used to illustrate the various forms of practice and relationship that can be used to promote dialogue, collaboration, and meaningful learning.