Abstract
This professional practice report addresses the experience of teaching a tutor’s formation training for a highly argumentative Psychology course. This discipline is based on principles that aim to use argumentation as an aid to the construction of knowledge and also as a way of encouraging the cognitive development of the students involved. For this discipline to be possible it is necessary to train students to play the role of tutor who on the one hand actively participated as knowledge construction mediator and also as those who enables argumentative discourse in classroom. Our experience tells us about the importance of monitors training as a way to encourage the use of principles of educational psychology within the classroom in higher education by opening the door for the classroom to become a challenging and conducive environment for the development of cognitive skills.
Key words:
Higher Education; teaching; mentoring