Reflective Processes Promoted in the Practicum Tutoring and Pedagogical Knowledge Obtained by Teachers in Initial Training

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