Abstract

This article analyses the scores that university tutors and school mentors assigned to 1415 Chilean pre-service teachers' performance during their professional practices. The study concludes that although there are statistically significant differences in the evaluations, these differences are gradually decreasing. The criteria with statistically significant differences throughout the years studied are complex and may be influenced by the latent criteria of both actors, the training expectations of the tutor and the contextual expectations of the mentor. We conclude that the mentors and tutors become more similar over time, but this requires deliberate joint work.