Abstract

In the Physical Education Teaching degree program, formative assessment is particularly important due to the need to integrate theory, practice, and the real educational context. The objective of this study was to understand the qualitative records of formative assessments carried out by mentor teachers on Physical Education Teaching students during their second professional internship at a university in the Maule Region, Chile. A qualitative single-case study was developed, with the participation of 13 teacher mentors from nine schools. Twenty-six written assessment reports were analyzed using inductive content analysis with the support of ATLAS.ti software. The findings were organized into three categories: a) professional attitude; b) pedagogical relationship; and c) pedagogical management. Positive assessments were observed in commitment, leadership, and planning, along with recommendations for improvement in communication, feedback, and methodologies. The interpretation of the results allows us to recognize relationships between the contents of the main categories, highlighting the link between motor skills, communication, and teacher identity. We conclude that the formative evaluation carried out by mentor teachers is a key tool for guiding teacher learning, strengthening reflection, and improving professional performance in authentic contexts.