Abstract

This research focuses on the formative contributions made by tutor teachers in the university to the acquisition of pedagogical knowledge based on the reflective processes that they manage to implement, from the perspective of future teachers in professional practice or a practicum. A qualitative method was employed. Twenty practitioners of pedagogy programs who developed a practicum in the year 2020 or 2021 took part in this process, matriculated at three universities found in the Biobio and Nuble regions in the central-south zones of Chile. A semi-structured interview was used as a technique and the analysis was carried out through categories of meaning with a phenomenological basis, whose topics were the following: (1) appreciation of the support of the tutor teacher, (2) strategies and resources used to promote reflection, (3) reflective actions linking theory and practice, and (4) types of knowledge obtained from the reflective processes implemented. Among the results, what stands out is that future teachers legitimize the guidance provided by the tutor and value the generation of reflective processes, but these are situated in an experiential and emotional dimension, stressing the formation of pedagogical knowledge. In conclusion, there is a need to redefine tutorial action and promote its professionalization.