Abstract
This research project analyzes how teaching experience in the classroom contributes directly to the professionalization of the students from teaching profession. During the teaching training, students are part of an experiencial learning which provides them with new elements in context, those that are impossible to learn during the theoretical classes in the Education faculty classrooms. During this teaching training in the field, the future teachers are able to find three professional demands such as to contextualize, to negotiate the complexity and to take immediate decisions. These teaching competences are evidence of their teaching professionalism. The initial university experience should take into a count these formative needs emerging from the future teachers in order to optimize their practical training. This research project contributes with relevant reflections in order to improve the practical teaching training.

Key words author
Experiential learning, practicum, complexity, Educational Context, teaching professionalism, teaching training, reflexive teaching practice, university practice training.

Key words plus
Experiential learning, teacher education, teachers, training.

Transference to practice
To improve the teaching training in teaching profession according to the European Credit Transfer System, ECTS.
• New Perspectives in order to regularize in the curriculum the teaching practice from the teaching profession.
• Proposals in order to deal with the educational classroom complexity
• To adopt systemic perspectives in teaching training.
• New epistemology in teaching training.
• In-depth Coordination between theory and practice in relation to teaching university training.
• Holistic practical bias in university teaching training.
• Formative benefits from the complexity in teaching training.