Formacion universitaria y aprendizaje de la escritura profesional
In this paper, the results of three investigations in which the perceptions of psico pedagogues students and teachers of the Licenciatura en Psicopedagogia (UNRC) regarding the relationship between academic training and the development of professional writing are researched. This work is about case studies oriented to (1) characterizing the writing practices of psico pedagogues; (2) exploring their perspectives about the training they received at university regarding such practices; (3) inquiring into the students' beliefs regarding the training done at university in relation to their future professional writing; and (4) determining the role assigned to the development of professional writing skills in specific curricular spaces. The results obtained in the research allowed us to identify different appraisements regarding the relationship mentioned above. The psico pedagogues seem to believe that professional writing skills only start developing at the time they start working, though they recognize the importance of the training received at university. The students admit that the writing they are required to do at university has an influence in what they need to know for their professional lives but they are not very precise in this respect. The teachers agree in the need to train their students in specific writing practices though they do not often require their students to produce written texts that reflect the writing they will need to produce as professionals and they do offer them systematic training in the specific professional genres.