An integrated and flexible model of initial teacher training it is sustained in the global and articulate construction of coherent formative contexts, that allow the students attribute a personal and professional meaning to the different components and experiences that integrate the initial teacher training curriculum. Considering the particular complexity that covers a global and integrated teacher’s practice in the initial teachers training, as it is the case of the Primary Teachers, we considered fundamental the existence of a project that articulates the different components of the initial teachers training process. Those components should be representative of the theoretical-practical knowledge and competences diversity that characterizes the professional practice in this teaching level. Therefore, this initial teachers training project, that we propose, should be based on a global and integrated professional profile perspective. Among these components of the initial teachers training, the practicum acquires an essential importance as a bridge between the proposals of the different curricular matters and the demands of the educational practice contexts, allowing to the students a progressive assumption of the competences that defines their professional profile, based on continuous and supported processes of intervention, sustained by the investigation and the reflection.

The theoretical framework of the model that we presented is sustained in a process of collaborative action-research developed in the extent of the initial teacher training and life long-learning of the Primary Teachers, in University of Minho. Observations, interviews, work sessions, field notes, are some of the instruments used in the data collecting process. The teachers' practice, Integrated Curricular Projects, planning charts, students’ activity, portfolios, the students' works are some of the data sources. In a more specific way, in this communication it is made the analysis content of a sampling of the portfolios, the reflection reports and the planning charts made by the students in the extent of the practicum, during all the period of initial teachers training.

Thus, this communication intends to describe de framework of the initial teachers training that has been serving as base, along the last years, for the organization of the practicum of the graduation in Primary Teachers, of the Child Studies Institute of the University of Minho, presenting some concrete examples of devices, proposed tasks, experiences and outcomes of the initial teachers training that promote the progressive and structured acess between student's role and teacher's profile, through the integrated and reflexive construction of the professional knowledge.