Generating internal reflective processes in teacher education offers the opportunity to develop personal enrichment strategies aimed at educational improvement and teacher professional development. Purpose of this study is to find to what extent the personal reflection of future teachers is promoted and developed by the action of the academic tutor the university. Methodology used is quantitative (descriptive-correlational) through the application of a questionnaire called "Bases for the development of a model of tutorial action oriented towards the reflective practice of education teachers". Analysis process focuses on the Personal Reflexivity dimension, consisting of 15 items with a five-point Likert-type scale. Sample was made up of 376 students belonging to the Primary Education Degree at the University of Granada (Spain) and the General Basic Education Degree at the Catholic University of Maule (Chile). One of the most important results expresses that it is essential that the action of the academic tutor allows the student to develop analytical skills in schools, generating reflective processes that support decisions based on the factors that intervene in the classroom. Finally, study concludes that future teachers must be able to reflect on personal aspects that shape their professional practice, valuing aspects related to academic education, social contribution and educational community