The purpose of this paper is to show a PhD research plan -and its current status- about the construction of teaching practical knowledge in teachers training within the practicum. The main objective of this research is to describe how student teachers learn from their own practice by recording your actions on video, viewing and comment on the actions taken during the session in the classroom. Also, check what kinds of pedagogical knowledge emerge under different situations of reflection (individual reflection, reflection peer tutor and reflection). This research arises from the European Project (ACTTEA 2012-2015) which foremost purpose is to know how pre-service teachers learn from their practicum experience, that is to say, what kind of practical knowledge they activate when they engage in practical teaching situations. Eighty-eight Student Teachers participated in this study for Spain. Similar samples were gathered in the other partner countries: Finland, The Netherlands and Estonia. The analysis was carried out on three levels that are progressively more accurate: the first analysis is to analyze (both positive and negative) critical incidents that students get their recordings and categorize the most common issues. A second thematic analysis in which three main types of knowledge produced by teachers in training through reflection is identified: narrative knowledge (memories and rating); inferential knowledge (rules and artifacts) and explanatory knowledge (practical and theoretical justifications). And finally it carried out a propositional analysis for the purpose of dividing the speech smallest possible semantic units, which are what we call propositions. Currently, they have collected and analyzed all project data and is developing the theoretical framework.