| dc.description.abstract | The following degree work is a quantitative research with the aim of understanding the
experiences and difficulties that encompass novice teachers’ shock, when they face their first
years of service, in order to support the need of an accompaniment during the first years. An
intensive analysis, through qualitative studies, was carried out about concepts such as novice
teaching, its insertion and the shock about the true reality. Furthermore, a semistructured
interview was applied based on eight open questions, not dichotomous questions, and a
sociodemographic questionnaire Ad-hoc. The methodology applied was a quantitative
approach, cross-section, with a descriptive and exploratory scope. The sample was conformed
by ten novice teachers who have started to work with their first four years in public and private
institutions in Azuay province. Among the main research results, it was concluded that novice
teachers don’t count on a reliable nor suitable accompaniment. Aside, teachers’ experiences
have been negative at that stage. Besides, the reality shock is set up in gaps between what was
learned and how to act, the teacher-students-parents relationship, and micro curriculum
management. Locally, novice teachers' accompaniments are implemented; however, it is not
reported what needs have been instructed. | |
