In this paper we present and discuss the results of 74 reflections made by mentors regarding the training workshops in which they took part. The results show that teachers mentors consider that the training contributed to their professional development and, through them, to the professional development of teachers who they supervised during the probation period. However teachers mentors refer considerably less to the contribution of training towards the organizational development of schools and foresee little impact at this level. As for the training process, they consider it useful and of quality, valuing mainly the documents worked on during sessions and the strategies used.
Teachers'education; Professional development; Mentorship; Probation period
