Abstract

This research delves into the challenges and proposals that have emerged from the experience of mentors and beginning teachers in the recent implementation of the mentoring system in Chile. A qualitative focus was used to examine the discourse of four pairs of mentors and beginning teachers, pairs formed as a result of the new laws covering practice teaching. The findings show the importance the community acquires in the induction processes of beginning teachers, the knowledge and conditions that mediate the relationship between the mentor and the beginning teacher, and the self-perception of role that is not entirely defined. The study hopes to contribute to mentoring processes in Chile and abroad, and to generate proposals for improvement that consider participants' voices.