Abstract

The persistent mismatch between social demand in psychology and young psychologists'ability to respond to it presses to re-think the role of university in the making of professionals. The paper's aims are to highlight professionalism conceptions at the base of the academic didactic methodologies, and to reflect about which aspects of it to promote during the academic years (I and II cycles) in the Faculty of Psychology. Two models of professional practice (the evidence-based practice model and the reflective practice model) and their training programs are compared. The paper suggests that the role of university in professional development is to support students in working out their personal professional project and to improve their abilities in building action-oriented knowledge. Research-based learning and educational settings where students can reflect about their own professional models are proposed to improve the level of students' professional skills.