The professional practice tutor: an international analytical comparison
DOI:
https://doi.org/10.21573/vol42n12026.154371Keywords:
Comparative Analysis, Higher Education, Practicum, Professional Practicum Tutor, Distance EducationAbstract
The professional practicum tutor plays a key role in higher education by acting as a mediator between academic training and real professional contexts. This role goes beyond administrative supervision and includes pedagogical support, formative assessment, professional guidance and the promotion of reflective learning. However, institutional models regulating this role show considerable heterogeneity depending on regulatory frameworks, educational traditions and available resources. This study presents a comparative analysis of the professional practicum tutor across different international higher education contexts (Spain, Portugal, France, Malaysia, the Philippines, the United States, the United Kingdom and Canada), incorporating two in-depth case analyses. On the one hand, the Chilean case is examined, distinguishing between universities belonging to the Council of Rectors of Chilean Universities (CRUCH) and private universities. On the other hand, the Spanish case is analysed, with particular attention to the model developed in a public distance higher education institution, due to its relevance for understanding practicum tutoring in non-presential contexts. Based on a systematic documentary review, the study identifies tutors’ functions, training requirements, assessment instruments and the main challenges associated with the role. The findings reveal a generalised recognition of the importance of the practicum tutor, alongside persistent weaknesses related to specific training, institutional recognition and coordination with the university. The study concludes by highlighting the need to move towards more standardised and professionalised institutional models that strengthen practicum quality and ensure greater coherence between theory and practice.
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