In this article we present the results of an investigation carried out in the 2019/2020 academic year whose objective was to understand how an inclusive and reflective practicum model can improve in teaching professional development as well as initial teacher training, in which the university, teaching practice students and school teachers all actively participated. For this investigation we have carried out a case study in which 2 schools of infant and primary education participated. This included a total of 9 teachers, 5 students of Primary Education Teaching and 2 research professors from the University. The data of the 3 discussion groups that were carried out with all the participants were analysed like so the practicum summaries of the students. The main results show the importance of schools with inclusive methodologies favour initial teacher training to have the theory-practice connection along with the improvement of personal and professional development.