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The COVID-19 global crisis has put in danger more than our physical health. With containment measures people became more isolated, reducing drastically their daily social interactions. Many studies have already documented the negative impacts of these measures, highlighting fatalism. However, studies that linked the effect of this negative impact to well-being indicators are still limited. In this sense, the aim of this study is to explore the relationship between fatalism associated with COVID-19 and well-being indicators, as well as the moderating role of loneliness in this relationship. Data were collected from 1,036 adults living in Peru through an online survey that includes the Quality-of-life index, the Fatalism facing COVID-19 scale, the Loneliness Scale and the Scale for Mood Assessment. Three models were tested using linear regression and ordinary least squares with bias-corrected bootstrapping. The results confirm that fatalism has a negative effect on quality of life and a positive effect on negative affect, and that loneliness mediates both relationships, supporting the increase of fatalism the effect over well-being indicators and negative affect.

Objective: Two studies were conducted to investigate fear of happiness through the lens of the dual continua model of mental health. Methods: In Study 1, we examined whether depression (indicator of mental illness) and happiness (indicator of mental health) predicted fear of happiness through a Structural Equation Model. In Study 2, we ran a quasi‐experimental design to examine differences in affect (positive and negative), happiness and depression when engaging in either fearless or fearful beliefs of happiness. Results: Fear of happiness was positively and negatively predicted by depression and happiness, respectively. Fearless individuals reported higher positive affect and happiness, and lower negative affect and depression, than fearful individuals. Conclusions: Fearing happiness might act as a maladaptive self‐verifying motive to enhance one's perspective of the world. Given the likelihood of modifying maladaptive cognitive patterns, we highlight different psychological interventions that can address the negative impact of fearful beliefs of happiness.

BackgroundCharisma can be understood as a personality trait that allows one to influence other people. Research on charisma has predomi-nately focused on leadership, but it can also be successfully studied in the general population. The General Charisma Inventory (GCI) has not yet been analysed in different cultures. The current study represents the first attempt to examine and validate this instrument in a Spanish-speaking population.Participants and procedureThe GCI was administered in a series of three studies to a large adult community sample (N1 = 756, N2 = 96, N3 = 149). A multigroup confirmatory factor analysis was conducted to verify the structure of the GCI. Factorial and criterion validity was examined in the context of well-being and the Dark Triad traits. Measurement invariance across age and gender of the GCI in a Spanish-speaking sample was also analysed.ResultsThe results confirmed the hypothesised two-factorial structure and therefore the Spanish version of the GCI is a structurally valid and reliable measure, and its dimensions relate to different outcomes such as well-being and the Dark Triad.ConclusionsThe Spanish GCI could be used in general research on charisma and applied to a wide range of age groups within the Spanish-speaking context, providing economic screening for research and practice.

Emotional intelligence (EI) plays a key role in the adjustment of adolescents during this transitional life period. The accumulated evidences suggest that EI is associated with happiness, considered the affective component of subjective well-being and optimism and pessimism, considered cognitive mechanisms to expect either a brighter or darker future. In spite of the relevance of the relationship between EI, happiness, optimism, and pessimism, the majority of the research falls behind findings with adult samples, accumulating little knowledge in the context of adolescence. Furthermore, the measurement of EI has been recently challenged by the introduction of the bifactor model into the study of EI. The goal of the current study was to explore the association of EI with happiness, optimism, and pessimism in adolescence by introducing the bifactor EI model. The participants were 493 Spanish high-school students ranging from 14 to 18 years old (52.7% females) who completed self-report questionnaires. The results demonstrated that the bifactor EI model with an e-factor (general EI factor) and three emotional dimensions (emotional attention, emotional clarity, and emotional regulation) also represented the best well-fitted structure in adolescence. Most remarkably, results suggested that general EI and emotional regulation predicted positively happiness and optimism, while emotional attention predicted positively pessimism and negatively happiness. These results highlight the importance of the measurement of EI in the study of associated outcomes that are considered relevant during the period of adolescence. Hence, the specific role of the EI dimensions are important when explaining the relationship of EI with happiness, optimism, and pessimism.

Multicomponent positive psychology interventions are increasing in the general population but the study of its effectiveness in adolescents is still scarce, especially in the school context. Previous meta-analyses have reported that multicomponent positive psychology interventions increase well-being and reduce distress outcomes. However, the results on these outcomes limit their samples to adult populations. The aim of the current systematic review and meta-analysis is to evaluate and compare the immediate but also long-lasting effects of school-based multicomponent positive psychology interventions aimed at increasing well-being indicators of mental health (i.e., subjective and psychological well-being) and reducing the most common psychological distress indicators (i.e., depression, anxiety, and stress) in adolescents. A total of 9 randomized and non-randomized controlled trials from the searched literature met inclusion criteria for the meta-analysis. The results showed small effects for subjective well-being (g = 0.24), psychological well-being (g = 0.25), and depression symptoms (g = 0.28). Removing low-quality studies led to a slight decrease in the effect sizes for subjective well-being and a considerable increase for psychological well-being and depression symptoms. The relevant moderation analyses had an effect on subjective well-being and depression symptoms. The present systematic review and meta-analysis found evidence for the efficacy of school-based multicomponent positive psychology interventions in improving mental health in the short and long-term. Small effects for subjective well-being, psychological well-being, and depression symptoms were identified. Effects for psychological well-being and depression symptoms remained significant over time. In light of our results, education policy-makers and practitioners are encouraged to include positive practices within the schools' curriculum as effective and easily implemented tools that help to enhance adolescents' mental health. Further research is needed in order to strengthen the findings about school-based multicomponent positive psychology interventions in adolescents.

Emotional intelligence (EI) has been found to generally predict subjective wellbeing (SWB) indicators such as life satisfaction and happiness. Concerning the specific abilities of trait EI, i.e., mood attention, emotional clarity and mood repair, research has largely demonstrated that emotional clarity and mood repair are the strongest predictors of SWB indicators, whereas mood attention has been relegated to a secondary role. To clarify previous inconsistencies, we tested EI by means of the bifactor model because it allows for a better comprehension of the complex nature of EI. The current paper was composed of two studies: Study 1 examined the prediction of SWB indicators by EI and its dimensions in the bifactor model; and Study 2 analysed the differences in EI and SWB indicators across university students and employees. Results of Study 1 demonstrated that the structure of EI is best represented by the bifactor model with a general e(motional)-factor and three specific emotional abilities. Mood attention was a negative predictor of SWB indicators, whereas mood repair was a positive predictor, and emotional clarity was non-significant. Study 2 showed that employees and university students did not differed in how EI predicted SWB indicators. These findings evidenced a shift in the study and measurement of EI. Further implications of this paper are discussed.

El presente artículo tiene como objetivo evaluar la competencia de trabajo en equipo de los estudiantes universitarios, para detectar sus potencialidades y debilidades. Para ello se ha contactado con 180 estudiantes procedentes de diferentes grados universitarios configurando así una muestra de carácter no probabilístico. El proceso metodológico de ésta investigación consiste en una autoevaluación y una coevaluación entre los miembros pertenecientes a un mismo equipo de trabajo y el instrumento de recogida de los datos es la Rúbrica RUTE-Rúbrica de Trabajo en Equipo. Esta evaluación multiactores tiene una doble aplicación: por un lado, se evalúa al sujeto a partir de la información proporcionada por los compañeros del equipo, este proceso es conocido como coevaluación; y por otro lado, es el propio sujeto quien se autoevalúa su competencia de trabajo en equipo, conocido éste como la autoevaluación. Los resultados muestran que los estudiantes universitarios destacan por su implicación en los logros del equipo, por la sensación de pertenencia dentro del equipo y su capacidad para anticiparse a los problemas y encontrar una solución de consenso. No obstante, otras dimensiones de la competencia como la coordinación entre todos los miembros, la flexibilidad, la adaptabilidad y la participación son elementes para mejorar., This article aims to assess the competence of teamwork in higher education, to detect their potential and weaknesses. We contacted 180 students from various degrees and obtained a non-probabilistic sample. The methodology of this research was a self-assessment and peer assessment among members belonging to the same team and the instrument used for data collection was the Rubric RUTE- Rubric of teamwork competence. This multi-actors evaluation had a double application: on the one hand, the subject was evaluated based on the information provided by teammates, this process was known as peer assessment; and secondly, it was the subject who evaluated the competence of teamwork by himself, it was known as self-assessment. The results showed that the students in higher education were noted for their involvement in the achievements of the team, a sense of belonging within the team and their ability to anticipate problems and find a consensus solution. However, other dimensions of competence as coordination among all members, flexibility, adaptability and participation are elements to improve, El present article té com a objectiu avaluar la competència de treball en equip dels estudiants universitaris, per detectar les seves potencialitats i debilitats. Per a això s'ha contactat amb 180 estudiants procedents de diferents graus universitaris configurant així una mostra de caràcter no probabilístic. El procés metodològic d'aquesta investigació consisteix en una autoavaluació i una coavaluació entre els membres pertanyents a un mateix equip de treball i l'instrument de recollida de les dades és la Rúbrica RUTE-Rúbrica de Treball en Equip. Aquesta avaluació multiactors té una doble aplicació: d'una banda, s'avalua el subjecte a partir de la informació proporcionada pels companys de l'equip, aquest procés és conegut com coavaluació; i d'altra banda, és el propi subjecte qui autoavalua la seva competència de treball en equip, conegut aquest com l'autoavaluació. Els resultats mostren que els estudiants universitaris destaquen per la seva implicació en els èxits de l'equip, per la sensació de pertinença dins l'equip i la seva capacitat per anticipar-se als problemes i trobar una solució de consens. No obstant això, altres dimensions de la competència com la coordinació entre tots els membres, la flexibilitat, l'adaptabilitat i la participació són elementes per millorar.

The COVID-19 outbreak entailed radical shifts to individuals&rsquo, daily habits that challenged their subjective well-being (SWB). Knowledge about the impact of COVID-19 on SWB is paramount for developing public policies to tackle mental health during health emergency periods. Decreases in life satisfaction are likely not only due to exposure to daily negative emotions but also due to hopelessness, fear, and avoidance of social interactions. We examined in a sample of 541 Spanish adults (1) reactions to the COVID-19 outbreak and (2) the mediating role of these reactions in the associations of hope and social phobia with life satisfaction through different levels of positive and negative affect. A moderated mediation analysis showed that the conditional indirect effect of hope and social anxiety on life satisfaction through information depended on the participants&rsquo, having high positive affect and low negative affect. Affect seems to be a mechanism that modulates the influence of individuals&rsquo, perception about COVID-19 on their life satisfaction. Those with high positive affect might see the &ldquo, general picture&rdquo, and search for adequate information as they avoid focusing on the problem and on specific information that precludes preventive behaviors. Having a positive affect might help individuals to adopt information-processing strategies during the COVID-19 outbreak that will improve their life satisfaction.

El objetivo del presente estudio fue el de analizar la relación entre la Inteligencia Emocional, el Afecto Positivo y las fortalezas y virtu- des descritas en el VIA. Se exploró si la Inteligencia Emocional predecía los niveles de los participantes en las virtudes, además de si el Afecto Posi- tivo constituía un posible mediador. Para ello se utilizaron distintas medi- das: 419 estudiantes completaron el Trait Meta-Mood Scale para la Inteli- gencia Emocional (TMMS, Fernández-Berrocal, Extremera & Ramos, 2004). Las fortalezas y virtudes fueron evaluadas con el Values in Action Inventory of Strengths (VIA-IS; Peterson, Park, & Seligman, 2005), y el Afecto Positivo fue evaluado con el Positive (PA) and Negative Affect (NA) Schedule (PANAS; Sandín et al., 1999). Nuestros resultados mostra- ron una correlación positiva y significativa entre todas las fortalezas y vir- tudes del VIA con las escalas del TMMS Claridad Emocional y Reparación Emocional. Atención Emocional obtuvo correlaciones significativas para todas las virtudes exceptuando Templanza. Análisis posteriores demostra- ron que las escalas del TMMS predecían las virtudes del VIA, al mismo tiempo que el Afecto Positivo mostraba un posible rol mediador en la pre- dicción de Templanza y Humanidad. Estos resultados respaldan la relación existente entre Inteligencia Emocional y carácter, así como la importancia del Afecto Positivo en dicha relación. The present study had the objective of analysing the relationship between Emotional Intelligence, Positive Affect, VIA's virtues and charac- ter strengths. Additionally, it was explored if Emotional Intelligence pre- dicted the virtue's levels of the participants, and if Positive Affect consti- tuted a possible mediator. To that end, different measures were used: 419 undergraduate students completed the Spanish version of the Trait Meta- Mood Scale for emotional intelligence (TMMS, Fernández-Berrocal, Ex- tremera & Ramos, 2004). Character strenghts and virtues were assessed with the Values in Action Inventory of Strengths (VIA-IS; Peterson, Park, & Seligman, 2005), and Positive Affect (PA) was measured with the Span- ish version of the Positive and Negative Affect (NA) Schedule (PANAS; Sandín et al., 1999). Our results showed a significant positive correlation between all the VIA strengths and virtues with TMMS scales Emotional Clarity and Emotion Repair. Emotional Attention showed significant cor- relations for all the virtues except Temperance. Further analyses demon- strated that TMMS scales predicted VIA virtues, and Positive Affect ap- peared as a possible mediator in the prediction of Temperance and Hu- manity virtues. These results support the relationship between Emotional Intelligence and strength of character, as well as the importance of Positive Affect in this relationship.

espanolEl objetivo de este estudio es identificar cual es el perfil de los estudiantes que se matriculan en una modalidad de aprendizaje dual o tradicional teniendo en cuenta los rasgos de personalidad, patrones de aprendizaje y orientaciones motivacionales. Participaron 212 estudiantes de primer ano matriculados en la modalidad de aprendizaje dual (N=97) y tradicional (N=115) del grado de Educacion Primaria. Los participantes completaron 3 cuestionarios: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big-Five Personality Inventory (Bermudez, 1995) y (3) Motivational Profile Inventory (Corral, Arribas & Fernandez, 2010). Los resultados mostraron que los estudiantes matriculados en la modalidad de aprendizaje dual tienden a ser menos abiertos, mas estables emocionalmente y cuidan sus relaciones. Estas dos ultimas caracteristicas son esenciales para la tipologia de modalidad de aprendizaje, ya que requiere mas complejidad para trabajar y aprender en dos entornos a diferencia de un unico entorno como el aprendizaje tradicional. A pesar de estos resultados, los grupos de ambas modalidades de aprendizaje son similares y por consiguiente se plantean posibles lineas de futuro. Estudios futuros deberian ampliar la muestra incluyendo disenos de tipo longitudinal que permitan corroborar (o no) que los estudiantes que estudian en modalidad de aprendizaje dual pueden son diferentes o pueden variar sus orientaciones motivacionales o mejorar sus patrones de aprendizaje durante el transcurso de su formacion. EnglishThe aim of this research article is to identify the profile of students enrolled in dual learning model and standard learning model based on personality traits, learning patterns and motivational orientation. Participants included 212 freshmen enrolled dual learning model (N=97) and standard model (N=115) in the Primary Education Degree. The participants completed 3 questionnaires: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big-Five Personality Inventory (Bermudez, 1995), and (3) Motivational Profile Inventory (Corral, Arribas & Fernandez, 2010). The results showed that the students who enrolled in dual learning modality tend to be less open, more emotionally stable and take care of their relationships to a greater extent. The two later characteristics are essential for the typology of the learning modality because it is more complex to work and learn in two different environments than one as standard learning. Despite these results, the groups of both learning modalities are similar and therefore possible future lines are considered. Future studies should be conducted with much larger samples and longitudinal design that allows corroborating (or not) that the students who study in dual learning modality are different or can vary their motivational orientations or improve their learning patterns during the course of their training. portuguesO objetivo deste estudo e identificar o perfil dos alunos que ingressam na modalidade de aprendizagem dual ou tradicional, levando em consideracao tracos de personalidade, padroes de aprendizagem e orientacoes motivacionais. Participaram 212 alunos do primeiro ano matriculados na modalidade de ensino dual (N = 97) e tradicional (N =115) do ensino fundamental. Os participantes responderam a 3 questionarios: (1) Learning Combination Inventory (Johnston & Dainton, 1996), (2) Big Five Personality Inventory (Bermudez, 1995), e (3) Motivational Profile Inventory (Corral, Arribas & Fernandez, 2010). Os resultados evidenciaram que os alunos matriculados na modalidade dual de aprendizagem tendem a ser menos abertos, mais estaveis ​​emocionalmente e cuidar de seus relacionamentos. Essas duas ultimas caracteristicas sao essenciais para a tipologia da modalidade de aprendizagem, pois requer mais complexidade para trabalhar e aprender em dois ambientes em oposicao a um unico ambiente como o ensino tradicional. Apesar desses resultados, os grupos de ambas as modalidades de aprendizagem sao semelhantes e, portanto, possiveis linhas de futurosao consideradas. Estudos futuros devem expandir a amostra para incluir desenhos longitudinais que permitam corroborar (ou nao) que os alunos que estudam na modalidade dual de aprendizagem podem ser diferentes ou podem variar suas orientacoes motivacionais ou melhorar seus padroes de aprendizagem ao longo de seu treinamento.

There are different concepts of humor: virtuous humor (i.e., benevolent and corrective humor) which represents the morally good, and three dispositions towards ridicule and laughter, namely the fear of being laughed at (gelotophobia), the joy of being laughed at (gelotophilia), and the joy of laughing at others (katagelasticism). In the current study, we aim to investigate the relationship of virtuous humor and dispositions towards ridicule and laughter with happiness. A sample of 229 Spanish undergraduates completed self-reports of the corresponding measures. Regression analyses revealed individual differences in humor predicting happiness. Gelotophobia and corrective humor were negatively associated with happiness, whereas gelotophilia and benevolent humor were positively associated with happiness. The effect of gelotophilia on happiness may be due to the existing relationship between gelotophilia and benevolent humor. Our study extends prior research into the contribution of novel forms of humor to positive outcomes and replicates important findings on the relationship between humor and happiness. In sum, the results demonstrated that virtuous humor and dispositions towards ridicule and laughter can be adequately assessed among Spanish samples, and that it is important to consider novel forms of humor in the study of happiness.

Character strengths have been found to be predictive of high levels of life satisfaction. The present study attempts to examine the relationship between these constructs but at a fine-grained level. To that end, we used the heart versus mind classification of character strengths (Peterson, 2006), scarcely examined in prior research, to test whether affectivecomponent traits (heart strengths) are more linked to life satisfaction than cognitive-component traits (mind strengths). A sample of 419 undergraduate students completed the measures of character strengths and life satisfaction. Statistical analysis showed that affective-component traits were more predictive of life satisfaction than cognitive-component traits. These findings emphasize the need to devise strength-based interventions aimed at improving life satisfaction, specifically addressing heart character strengths. Implications of these findings for future research are discussed., La literatura científica demuestra que las fortalezas de carácter predicen altos niveles de satisfacción vital. El presente estudio pretende examinar la relación entre estos 2 constructos, pero de un modo más específico. Para ello, hicimos uso de la clasificación mente versus corazón de las fortalezas de carácter (Peterson, 2006), escasamente utilizada en estudios previos, para analizar si los rasgos de componente afectivo (fortalezas de corazón) se relacionan en mayor medida con la satisfacción vital que los rasgos con componente cognitivo (fortalezas de mente). Cuatrocientos diecinueve estudiantes universitarios completaron las 2 medidas requeridas. Los resultados demuestran que los rasgos de componente afectivo predicen la satisfacción vital en mayor medida que los rasgos de componente cognitivo. Este hallazgo destaca la necesidad de crear intervenciones basadas en las fortalezas de carácter para mejorar los niveles de satisfacción vital, poniendo especial énfasis en las fortalezas de corazón. Se comentan las implicaciones que suponen para futuras investigaciones en el campo del bienestar.

La psicología positiva ha protagonizado durante la última década una redirección científica en el estudio del funcionamiento humano, favoreciendo la proliferación de estrategias destinadas a mejorar el bienestar de las personas partiendo de las cualidades que les permiten alcanzar los objetivos. Este estudio pretende desarrollar un programa de mentoría personalizado entre estudiantes de primer y último año de la Facultad de Educación, Psicología y trabajo Social. Para llevarlo a cabo se han analizado diversos modelos de mentoría basados en la psicología positiva aplicada y, por el otro, el estudio exploratorio de los niveles de fortalezas de carácter, inteligencia emocional, rendimiento, bienestar y felicidad. Se ha contado con una muestra de 480 estudiantes procedentes de diferentes grados. A partir de los resultados de este estudio se muestra el diseño de un modelo de mentoría propio adaptado a las necesidades detectadas de la Facultad y pone especial énfasis en desarrollar estos componentes.

Este artículo tiene como objetivo evaluar dimensiones de la competencia de trabajo en equipo de los estudiantes universitarios, para detectar sus debilidades y potencialidades. Se ha contado con una muestra de 245 estudiantes procedentes de diferentes grados. En ésta investigación la metodología empleada consiste en una autoevaluación y una coevaluación entre los miembros pertenecientes a un mismo equipo de trabajo, utilizando como instrumento para la recogida de datos la rúbrica RUTE (Rúbrica de Trabajo en Equipo). Esta evaluación multiactores tiene una doble finalidad: por un lado, se evalúa al sujeto a partir de la información proporcionada por los compañeros del equipo (coevaluación) y, paralelamente, es el propio sujeto quien evalúa su competencia de trabajo en equipo (autoevaluación). Los resultados muestran que los estudiantes universitarios aun tienen mucho margen para seguir desarrollando la competencia de trabajo en equipo, debiendo prestar especial atención a la “actuación de los partipantes según los objectivos” y a “el cumplimiento de las tareas asignadas a cada miembro”. Una medida para remediar este déficit de dominio es potenciar su presencia, preparación y evaluación en la formación inicial de los graduados. The purpose of this study was to evaluate some elements of teamwork’s competence of the university students, to identify their weaknesses and potentials. The sample consisted of 245 students from different grades. In this study, the methodology consists of a self-evaluation and peer evaluation among members belonging to the same team; data were collected with the instrument Rubric RUTE (Teamwork’s Rubric). This evaluation multi-actors has a double dimension: first, it evaluates the subject from the information provided by teammates (coevaluation) and, in parallel, is the own subject who evaluates his/her competence of teamwork (self-evaluation). The results show that university students still have much room to further develop the competence of teamwork and should pay special attention to the "performance of partipantes according to the objectives" and to "the fulfillment of the tasks assigned to each member." A strategy to improve this deficit domain is strengthening its presence, preparation and evaluation in the initial training of graduates.

In recent years, organizations of all types have undergone major changes, and teamwork is one of them. This way of working generates greater profits for an organization. This article aims to assess the teamwork competence of the employees of various Spanish companies in order to determine how effective the team members are in their professional actions.We contacted 55 teams from different organizations and obtained a non-probabilistic sample comprised of 55 participants (subjects tested) and 218 observers (evaluators: coordinators and co-workers). The instrument used for data collection was the Teamwork Rubric (Torrelles, 2011) and data analysis was based on 360º feedback.80% of the teams analyzed obtained median scores for teamwork competence that were greater than 3, whereas 20% obtained scores between 2 and 3.The results showed that the workers in the companies studied had not fully acquired teamwork competence. It is necessary to find training solutions to improve their level of acquisition, particularly the dimensions of performance and regulation.

The need for schools and universities to work together in the initial training of teachers lies at the centre of this case study. These two institutions help to build professionalism and to promote the acquisition and development of teaching skills through their respective missions. With the start of a dual training experience, within a pedagogic approach based on the integration of different learning styles, we have noted differences between the ways that university tutors and school tutors make evaluations. To explain these evaluations, we have compared and contrasted them at the global scale and with reference to methodological competences. The results obtained can mainly be explained by the different roles that tutors play in these two contexts. In the case of school tutors, this involves professional socialization in collaboration in school-centred activities. In the other case, the activity of university tutors is more closely related to analysis and understanding, theoretical frameworks and acts of reflection., La colaboración necesaria entre universidad y escuela en la formación inicial de maestros1está en el centro de este estudio de caso. Ambos escenarios contribuyen a la construcción de la profesionalidad, la adquisición y desarrollo de las competencias docentes desde misiones institucionales distintas. Con el inicio de una experiencia de formación dual, en un dispositivo pedagógico de integración de aprendizajes, se constatan diferencias entre las evaluaciones de los tutores universitarios y los tutores escolares. Con el interés de explicar estas valoraciones se contrastan en su dimensión global y en relación a la competencia metodológica. Los resultados pueden explicarse principalmente por la diferencia de roles de los tutores: por un lado, desde la socialización profesional en la colaboración en la actividad propiamente escolar (tutores escolares) y, por otro, desde una actividad más propia del análisis, comprensión, relación con los marcos teóricos y reflexión demandados desde la universidad (tutores universitarios)., A colaboração necessària entre universidade e escola na formação inicial dos professores é a questão principal deste estudo de caso. Ambos cenários contribuem para a construção da profissionalidade, para aquisição e desenvolvimento de competências docentes a partir de diferentes missões institucionais. Com o inicio de uma experiência de formação dual, em um dispositivo pedagógico de integração de aprendizagens, constatam-se diferencas entre as avaliações de tutores universitàrios e as dos tutores escolares. Com o interesse de explicar tal valorizacào, estas sào contrastadas em sua dimensão global e em relação à competência metodológica. Resultados podem ser explicados, principalmente, pela diferença de papéis desenvolvidos pelos tutores: por um lado, a partir da socialização profissional da colaboração na atividade escolar (tutores escolares) e, por outro, a partir da atividade mais própria de anàlise, compreensào, relação com campos teóricos e reflexão exigida desde a universidade (tutores universitàrios).