Tutorial action plays an important role in the practical training of future teachers, promoting interaction and fostering both personal and professional development in students. Beyond the importance of linking theory and practice, its scope also stands out, transcending the strictly pedagogical sphere, It values reflective training and the capacity for self-directed learning to adapt to emerging educational needs. This study examines the perceptions of academic and professional tutors regarding their role in the professional development of future teachers within the practicum. The methodology adopts a qualitative and interpretive approach that employs semi-structured interviews as the data collection technique. The sample consists of six education professionals from two universities and two schools within the Chilean and Spanish educational contexts. The results present the professionals’ perceptions about their role as tutors, the strategies they use to foster research, and the mechanisms for effectively monitoring future teachers. The study concludes by emphasizing the importance of recognizing the tutor's role in shaping more critically reflective educators, highlighting their holistic contribution and their relationship with students.