The Practicum is a key moment in the initial educational training of Teacher Education Masters students, given its approach to professional contexts of the training function and its role as a start of the labour socialization process. The Practicum is divided into two courses, Practicum I and Practicum II. In this study, which was conducted in Practicum II with a sample of students ranging from academic year 2010-2011 to 2015-2016, the objective was to determine, on the one hand, the influence of carrying out learning activities on the acquisition of teaching competences; and on the other hand, the degree of influence of tutorial action, being aware of its importance in the development of learning. Using a mixed methodology, it was revealed that the double tutorial action of the UNED (professor mentor from the associated centre coordinated by the education team of the central headquarters and professional mentor from the practicum centre), and the type of learning activities (journal, programming and didactic unit), had a significant influence on the acquisition of competencies, especially in: teaching innovation, evaluation and technological-communicative competence.