Pedagogical praxis plays an important role in the pre-gradual preparation of teachers. As is the case with a doctor, a teacher must also undergo his practical preparation in a real environment with real subjects. The acquirement of professional competencies begins during the pre-gradual preparation and they are further developed in a real educational praxis. Hypothetically, we can talk about a covariant dependence between the length of a teacher´s pedagogical praxis and the degree of

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... of his professional competencies. The degree of the mutual link between these two segments depends on several factors. Pre-gradual preparation of a teacher and a pedagogical praxis realized during this time is one of the most important factors influencing the teacher´s future educational praxis and the development of his professional competencies. It is, therefore, necessary to pay an appropriate attention to the realization of the professional praxis not only from a theoretical point of view. The article presents an analysis of the opinions and attitudes of students of the FF UCM, who underwent pedagogical praxis and the opinions of their teacher-trainers. Through a questionnaire the students and the teachers expressed their views of the process of acquiring the key competencies within the pedagogical praxis.