This article, following an analysis of the literature justifying the importance of the work of the external trainee tutor in university education degrees, shows a training experience which has had as its main objective the improvement of the traineeship through a course for external trainees and which has been developed at the Faculty of Education and Humanities of Ceuta (University of Granada) with the participation of more than 60 teachers (external tutors and academic tutors or supervisors).The training experience, over 80 teaching hours, was developed in different ways (seminars, conferences and workshops) structured in four phases: (1) reflection on the state of play of practical lessons; (2) conferences and seminars on what and how they can be improved; (3) application of the knowledge acquired in the design of ‘Reception plans for trainee students in the external centres of early childhood, primary and secondary education in the city of Ceuta; and (4) Assessment of the training carried out through the opinion of the participants. The results obtained reflect a high satisfaction of the mentors with the training received and the rapid institutionalisation of the internship student reception processes by external centres. Needs to be addressed in future training actions have also been identified and how they would be best addressed for the effective improvement of practical lessons, factors, on the other hand, also reflected in the different trends and models analysed. ABSTRACTThe training of external guardians of teaching practices in education: design, development and evaluation of an experience. This paper, following a review of the literature that justifies the importance of the external guardian role of teaching practices in university education teams, shows a training experience had had as a main objective the image of teaching practices throw a course for external tutors implemented on Faculty of Education and Humanities of Ceuta (University of Granada) with more than 60 teachers (external guardians and academics or supervisors). The formative experience, for 80 hours, combining different training methods (lectures, conferences and workshops) structured in four phases: 1) Reflection on teaching practices today, 2) Conferences and lectures on what and how to improve it, 3) Applying the knowledge to the design of "Welcoming plans for training in external centers of Child, Primary and Secondary Education in Ceuta city, and 4) Evaluation of training throw teachers feedback. The results show a high positive reaction from external tutors with the training activity and a quick implementation of process to trainee received by the external sites. There have also been identified needs and how to approach them to be tackle in future courses for improvement of teaching practices, factors, moreover, also reflected in different trends and models analysed.