The quality of teachers translates into success for their students. However, there are difficulties in getting these professionals to achieve the necessary skills to face the new emerging challenges. In this sense, teacher training is at the center of action, and one of the essential elements for this training to be effective is having real experiences that allow continuity between initial training and professional performance. For that, it is convenient to explore mechanisms that favor a practical period that guarantees the acquisition of necessary teaching competencies. Thus, in this study a qualitative methodology has been used to analyze the regulatory documents of the Practicum of the Degree in Primary Education of Madrid's public universities. The purpose is to assess differences and similarities between universities, as well as identify possible imbalances in their structure. The results show heterogeneous configurations of the subject in terms of its competencies, number of ECTS, evaluation, functions of those responsible, management of its quality and prolongation in the degree. This makes us reconsider the need for a more homogeneous practice model. Therefore, 6 lines of action are presented that are intended to serve as support to seek highly qualified external teaching practices.

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