“…In the official documents regulating practicum in my institution, the goals of practicum are defined in such a way that it aims to promote the critical analysis and understanding of pedagogical interventions as well as the critical intervention in such contexts; to deepen competences related to subject knowledge and pedagogy; to develop a research and collaborative culture; and to foster the integration of the cultural, social and ethical dimensions in the professional learning. Therefore, the new practicum model included three main dimensions associated with the professional profile of student teachers: i) the conceptual dimension (which relates to the theoretical framework of professional practice including subject knowledge, didactics, general educational knowledge, research and context); ii) the strategic dimension (associated with the methodological framework of professional practice including processes and techniques of analysis and development of subject knowledge and teaching and learning, regulation of and research into teaching, and understanding and transformation of intervention contexts); and, iii) the axiological dimension (which deals with the values of professional practice including the ethical and political values that underpin educational action with its ethical and political implications) (Flores, 2018;Vieira et al, 2019) (see Figure 1). As Bullock (2016, p. 381) states, "one powerful way to encourage teacher candidates to develop authority over their own experiences (and hence a personal, practical, professional knowledge) is to engage them in one or more forms of teacher inquiry including but not limited to action research and self-studies of their own experiences during practicum placements and during their teacher education programmes".…”