摘要：AbstractThis paper is focused on the discussion of the social representation of a teacher as a psychologist and its impact on learning strategies. Quantitative methods were applied to data collected in a survey conducted in Argentina, Brazil and Portugal in 2006/2007. The sample consists of 2789 students doing their teaching studies in higher education institutions. The results obtained suggest there is a proximity teacher-psychologist, and also that those who assume the proximity to psychologists are more prone to believe in the advantages of getting more involved with students as a learning strategy.
