Objective:

This article aims at examining the implications of tutoring as a strategy for the development and strengthening of the pedagogical vocation in Chilean university students.

Methods:

A descriptive study was carried out, with a qualitative approach. An intentional non-probabilistic sample of 26 teachers’ trainees from a Chilean university participated in this research. After completing their experience as a tutor, a questionnaire was given, the analyzes of which were carried out through the textual corpus emerging from the open answers. The analysis considered the stages of identifying meaning units and grouping them into relevant categories.

Results:

The main results show that the tutors, as future teachers, show a clear disposition for the teaching and learning of the students-tutored. This process implies putting into practice empathy, solidarity, dialogue and efficient communication, and, in addition, the tutor's satisfaction with the work performed.

Conclusions:

Peer tutoring is shown as an important strategy for strengthening the pedagogical vocation during teacher training.

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