In the field of conceptual development, field and at the international level it can be said that during the past ten years the constructivist perspective have proved to be approximations of greater presence and participation in the training and practice of educational psychologists. The conception of psychology of education as a discipline bridge is conceived to the psychology of education as a discipline that studies the psychological processes (cognitive, social and emotional) that occur as a result of the participation of individuals in the broadest sense, and the groups to which they belong, in contexts and educational practices of a diverse nature. Based on the approaches of Cesar Coll we understand the psychology of education as a discipline bridge that strives to establish relations of interaction with general psychology, seeking a mutual enrichment between both. The psychology of education has three dimensions that distinguish it: a conceptual, another tecnologico-instrumental or methodological and a tecnico-practica or intervention. The psychology of Education recognizes and seeks to develop a job inter and intradisciplinary for a better approach to the realities and educational phenomena. On the other hand, required significantly integrate psychoeducational research in the formative process of the educational psychologist, since this has been a sideline in Licentiate studies since, in the best of cases, only addressed fully during the conduct of the work of research or professional thesis which is prerequisite for obtaining of the professional title and which does not fully form students as educational research potential or critical user of the results of the research carried out by others. New theoretical and methodological challenges: overcoming of methodological individualism and psychological reductionism in the face of recent advances in the research and educational intervention, but particularly thanks to the visions of running socio-cultural and situational, is no longer considered sufficient or appropriate study or approach to the subject of education from an exclusively individual plane, but it requires a vision more holisticsystematic or ecological, it links it with the family, school or community context that surrounds it and educational programmes for the promotion of development in which it participates. .