University tutors and school mentors: Evaluators in the practical training of future teachers

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. •The scores assigned by tutors and mentors to 1415 teachers who carried their practice between 2016 and 2019 were analysed.•There were statistically significant differences in scores between tutors and mentors, which tended to decrease over time.•The evaluative judgements of tutors and mentors using the same criteria are built on explicit and latent judgements.•Dialogue and collaboration between tutors and mentors are keys to consistency in supporting teachers-in-training.