La tutoría universitaria del prácticum. Una revisión sistemática

This systematic review examines the current state of university tutoring in the practicum of education degree programs. Following PRISMA 2020 guidelines and the Newman and Gough (2020) model, 19 articles indexed in Web of Science and Scopus published between 2014 and 2024 were analyzed. The findings highlight structural and pedagogical challenges, such as high student-to-tutor ratios and a lack of training in reflective coaching strategies. Furthermore, a fragmentation within the formative triad is identified, emphasizing the need for greater coordination between university tutors and school mentors, alongside the transformative potential of digital technologies. It is concluded that strengthening the practicum requires an institutional commitment that transcends administrative tasks, moving toward collaborative and strategic tutoring models that ensure pedagogical coherence and quality in initial teacher training