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El articulo da cuenta del funcionamiento de la tutoria en practica profesional, segun el reporte de los actores que viven el proceso: estudiantes de pedagogia en Educacion Fisica, General Basica, Parvularia, Historia, Castellano, Matematica, Artes e Ingles de una institucion formadora de profesores en la region del Maule, Chile y sus tutores. Participaron 225 estudiantes en practica y 57 tutores universitarios; metodologicamente asume la modalidad de estudio descriptivo de caso multiple. Los resultados indican opiniones bastante positivas respecto al sistema de acompanamiento disenado por la universidad para los estudiantes en practica profesional y que se concretan con la presencia de un profesional encargado de apoyar las exigencias personales, sociales y profesionales que experimentan los practicantes. Existe una alta valoracion de la tutoria en tareas de apoyo a la planificacion, la didactica, la evaluacion y la reflexion. Sin embargo, la vision que existe de los desempenos logrados tiende a ser distinta entre los actores. Los practicantes perciben un desempeno que, en terminos generales, se situa en los niveles de “bastante” y “mucho”, lo cual indicaria que ellos consideran adquiridos los distintos desempenos pedagogicos; en tanto, los tutores situan a un porcentaje importante de practicantes en una adquisicion mas bien parcial o “regular” de los desempenos pedagogicos comprometidos en la formacion de un profesor. The article is a report of the actors that have lived the process of practicum and their tutoring sessions. This involves students of pedagogy in physical education, basic general, preschool, history, Spanish, mathematics, arts and English, in a teacher training institution in the region of Maule, Chile and their tutors. 225 students in their practicum process and 57 college tutors participated in this work. The research was in the form of descriptive multiple case study. The results indicate very positive opinions regarding the support system, designed by the University for the students in professional teaching practice and which are specified in the presence of a professional responsibility to support the demands personal, social and professional experienced practitioners. On the other hand, it emphasizes that while recognizing mentoring as a support space classroom practitioner performance with regard to planning, teaching, assessment and reflection, the vision of the performances achieved there tends to be different among the actors. Practitioners perceive a performance that, in general, is at the level of "sufficiently" and "a lot", which would indicate that they consider acquired the different performances pedagogical acquired; however, the tutors´ view is different, and place a significant percentage of practitioners in an acquisition rather partial or "regular" of educational performances engaged in the formation of a teacher.

Los espacios de tutoría en práctica profesional y sus necesidades de fortalecimiento / Tutoring spaces and practice building needs