摘要：This paper presents results of a research developed simultaneously at two Brazilian Universities: Federal University of Santa Maria (UFSM) and University of the State of Santa Catarina (UDESC). The aim was to investigate how Music Education student-teachers construct their practical knowledge. Data were collected through observations, video recordings, semi-structured interviews and recall stimulation interviews. The paper focuses the profile of each student-teacher and the challenges they face in constructing their practical knowledge. Research findings indicate that it is through the most difficult teaching situations experienced by student-teachers that they can broaden their repertoire of pedagogical actions. In this sense, teaching practice accomplishes its formative function.
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