Abstract: The construction of practical knowledge for teacher candidates is an unavoidable proposition in the process of training of teacher candidates. Based on the characteristics of practical knowledge, this article adopts qualitative research, taking teacher candidates from a local comprehensive university (U1) as the research subjects, and constructs a model of influencing factors on the construction of practical knowledge for teacher candidates at local comprehensive colleges. Teacher candidates at local comprehensive colleges encounter a variety of dilemmas of constructing practical knowledge, which could be caused by conflicts and contradictions among various stakeholders such as local comprehensive universities, practice bases for university students, and teacher candidates themselves in terms of cognition, willingness, and actions, ultimately leading to a lack of reflective practices. The researchers suggest that efforts can be made in two aspects: systematizing practical knowledge courses and enhancing reflective training.