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The first years of work at the university can involve formative experiences that determine, to a large extent, the future of the beginning teacher. Thus, in the first stage, a series of lines of work are acquired that may be difficult to replace in the future. Their work can take place in a complex and uncertain environment, and it is clear that the active and responsible practice of beginning teachers is crucial for the introduction of innovations in their educational programs. With this objective, through documentary analysis, the knowledge and experiences of a reflection-oriented curriculum, problem solving and teaching planning, constitute a fundamental basis for organizing teacher training techniques and programs. From this work, the accuracy of a theoretical-practical knowledge of teachers can be extracted so that they complete their mission with other curricular functions. Likewise, the activity of the mentor teacher makes it possible to transfer their experience and knowledge to the new generations of novice teachers.
