Theoretical and practical approaches to Consecutive Interpreting have been increasingly discussed since the 1950s, when practitioners and trainers in the field of interpreting proposed suggestions for optimising the Consecutive Interpreting teaching process. Since then, several publications have appeared on topics related to praxeological approaches to interpreting mainly with reference to interpreting skills, note-taking, strategies, the process and the product of interpreting, theoretical aspects combined with practical exercises, etc. The present study is an overview of the trends in interpreter training, converging on the student-teacher interaction and students’ acquisition of interpreting competences in the academic environment. It brings into the spotlight House’s approach to ‘translation in and as interaction’, Vienne’s ‘translation in situation’, Ulrych and Nord’s situational and communicational approach, Setton’s 3D training model, Kiraly’s social constructivism.