This book starts from the assumption that educators are not born but made through education, practice, and reflective observation and evaluation of their work.

The philosophy underlying the holistic model of investigative and reflective practice focuses on the fact that the practical training of students in Education Departments is a key element in the initial training of aspiring educators and that it contributes to their professional improvement through classroom observation and reflection on the teaching of practicing students.

The theoretical framework of practical training is presented through an investigative and reflective approach, combined with the mentoring relationship between practicing students and educational advisors.

Additionally, the steps that each practicing student must follow to organize their lesson observations and to design and implement their teaching during their practical training are detailed.

Special mention is made of the differentiation and interdisciplinary organization of teaching, as well as the writing of the educational scenario.

The book at hand is primarily aimed at practicing students in Education Departments who are in the phase of their initial training, students in graduate programs intending to work in educational and pedagogical institutions, as well as educators in preschool, primary, and secondary education levels (in-service training and further education), trainers, and instructors of Pedagogy and specialized cognitive subjects in Education.