In this article we analyze the role of collaborative seminars in a practicum proposal for future teachers aim at promoting training processes more committed to the improvement of the teaching practice through reflection. Specifically, we will analyze the inquiry process carried out by one of the students (Laura), who begins developing simplifying reflections that are coherent with a technical teaching model to adopt, as the program progresses, a more complex reflection approach that involves social, cultural and political variables. The case analyzed shows the potential of seminars to promote reflective dialogue and transformative learning on different pedagogical contents, and also encourages us to rethink teacher-student relationships towards more horizontal and dialogic formats.