Tutoría entre pares en una universidad pedagógica: formación y desarrollo docente

This study examines the formative role of the Peer Tutoring Programs whose purpose is to strengthen the tutors’ educational and professional trajectories and thus helps to prevent academic lag among the students. This paper analyzes and highlights the programs’ contributions to Initial Teacher Training, to the development of key pedagogical skills, and their impact on the work performance of tutors who graduated from a state institution dedicated to educating future teachers in Chile. The objective is to understand how this formative experience reinforces theoretical knowledge and practical skills essential for the teaching profession, preparing future professionals to face the challenges of educational institutions. This research employed a qualitative design with a descriptive approach, using a purposive sample of tutors. To collect data, a series of in-depth and semi-structured interviews were conducted to obtain detailed information about the participants’ experiences and perceptions. Results show that this Peer Tutoring Program favors the early development of teaching skills and facilitates the integration of the tutors into the workforce, making this a significant and authentic experience. This initiative constitutes an innovative strategy that promotes collaborative learning between peers and strengthens teacher development from their initial training to their professional practice.