Hacia un modelo integral de tutoría psicopedagógica en la formación docente: aportes, tensiones y vacíos en la literatura reciente (2020–2025)

This research analyzes the literature on psychopedagogical tutoring during the period 2020–2025, with the aim of addressing conceptual and methodological gaps and synthesizing the most significant contributions from both Ibero-American and international contexts. Significant progress was identified in pedagogical proposals, training experiences, and the management of technologies. The study was conducted through a theoretical analysis structured around three axes: models of psychopedagogical tutoring in teacher education, student perception and tutoring effectiveness, and emerging trends and innovation in tutorial action. The critical discussion provides the opportunity to outline organizational, evaluative, and procedural elements that could be incorporated into a coherent, responsive, and sustainable framework for tutorial action that addresses the current priorities of higher education. The study concludes that it is necessary to redesign tutoring within teacher training institutions and to strengthen the epistemological position of tutoring as a strategic axis in teacher education.