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There are many challenges facing teachers in the classroom, throughout the process of training translators and interpreters in higher education. This paper aims to share reflections and teaching practices related to the preparation of these future professionals, in the context of caring for a vulnerable group of the immigrant community, Unaccompanied Foreign Minors (UFM). The proposal is based on taking a step further in the Teaching Practice and Development (TPD) methodology of Specializeddoi:10.31235/osf.io/q8k7m fatcat:kt5hzcsddje4hfqr6faq6o7g2m