Although the Chilean educational policy has introduced the mentoring approach as an innovation in the training of beginner school principals, there is still little knowledge about this approach in the field of educational leadership at a national level. That is why this article seeks to rethink and resignify the international evidence on mentoring in order to contribute to the production of contextualized knowledge. A multiple case study was conducted, guided by the following research objective: Conceptualize a ‘good mentoring’ and a ‘good mentor’ considering the voices of the actors involved in Chilean induction programs for novice principals executed in 2017. 21 interviews were conducted with principals, mentors and program coordinators; and then a thematic analysis by case and across the cases was carried out. The results allow defining common characteristics of a 'good mentoring' and a 'good mentor' among the interviewees and deriving guidelines to adequately contextualize mentoring in the induction programs for novice school principals.
(Article is in Spanish.)