The learning derived from participation in a training plan for new university teaching staff

This article reveals the learning derived from the training received in the training plan of new teachers of the University of Burgos, responding to calls made in previous literature (for example, Bozu & Imbernon-Munoz, 2016) pointing out the need for more research focus on the "learning" of new teachers. For this, a qualitative analysis was carried out based on the learning experience of a novice teacher participating in this training. This analysis revealed, contrary to what might be expected, that the most meaningful learning within this training are those less formally established within the training program (learning derived from the supervision of the mentor teacher and the completion of a teaching project final).