In the last decade, constructivist ideas have shaped educational practices, namely in teacher education. Constructivism thinking suggests that learning involves the construction of individual meanings within a process of interactions with others, in a social context (Rovegno & Dolly, 2006). Linked to this social theory of learning different concepts emerge: situated learning, that focuses on knowledge and learning in context, emphasising that the learner engages with others to develop/create collective understandings; and legitimate peripheral participation (LPP), that concerns to the process by which newcomers may become a full participant in a social practice. LPP is defined as the process by which old-timers of an activity or workplace assist newcomers, who initially assume limited responsibility, to progressively move towards full membership in the sociocultural practices of their community while interacting with the old-timers (Lave & Wenger, 1991:36). According to these ideas, Hagger and McIntyre (2006:51) suggest three basic processes to help preservice teachers to become skilful teachers: (i) models are necessary to guide their activities, (ii) practice is needed to try out activities for themselves (iii) feedback must be given, helping them to judge how well they are carrying out the activities.

This study sought to find out whether a teaching experimental model of Initial Teacher Education (ITE) based on a school-university collaborative practice was valued by the preservice teacher as a system which helped her: i) to enlarge her ideas about teaching and learning; ii) to develop her professional knowledge; iii) to better relate theory and practice and iv) to improve her teaching skills. Additionally, it is also examined the perceptions of participants about the students involvement in the learning process and related learning outcomes.

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