We are increasingly convinced that becoming a teacher and learning to teach is a complex process, plenty of uncertainties, claiming the construction of different kinds of knowledge, skills and attitudes that will cope with the variety of functions that currently comprises the teaching profession.

In recent decades, the expectations on the training of teachers have increased both qualitatively and quantitatively. Many countries have made educational reform processes and, particularly, that have made substantial changes in teacher training, both extending the pre-certification period, and substantially modifying the training programmes.

Specifically, the Spanish universities have suffered from a deep reform of the curriculum from the regulations developed in the framework of the European Higher Education. These changes have affected the structure of the university degrees and their configuration of their contents, which must respond to two premises: to respond to the requirements of the labour market and to be competence-based.

The reform of the curricula of teacher training conducted throughout the Spanish universities has been a major review of the learning components and, in particular of the Student Teaching, which has undergone changes in terms of duration, place in the programme, meaning and purposes, etc.

But beyond the legal framework established and the possibilities provided by the socio- cultural and economic situation, the responsibility of the plans design has been assigned to the teaching teams at each university who have taken the preparation of several teacher education planning: from the programme reports which had to be made for their approval by the Quality Accreditation agencies , to other documents with a more institutional and organizational character, which specifies the what, how , when, where , why and what about the training of future teachers who undertake studies for being a primary or secondary school teacher.

Therefore, the Student Teaching is a good example to assess and value the training proposals, and when unveiling the reasons behind their design, the conceptual substrate that covers (implicitly) the training program will come out. In this sense, the analysis of the Student Teaching is an interesting exercise of inquiry, both regarding its meaning as a training component, and its importance in the overall curriculum. These are some of the reasons that have led us in the study of this component in the new proposals for teacher education.
Specifically, and among others, we set the following objectives:

• To retrieve and systematize the features defined for the field of Student Teaching in the Reports of the Early Childhood Education and the Primary and Secondary Teacher Master’s Programmes.
• To know the plans, programs and agreements, as well as any other documents produced in each of the Spanish universities for curricular, organizational and institutional development in the subject of Student Teaching.
• To identify the components, phases and agents found in the Student Teaching plans in the before mentioned programmes.

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