<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222019000300048</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.09.04</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[INNOVATION: A CASE STUDY OF AN ENGLISH TEACHERS&#8217; INDUCTION]]></article-title>
<article-title xml:lang="es"><![CDATA[INNOVACIÓN: UN ESTUDIO DE CASO DE LA INDUCCIÓN DE PROFESORES DE INGLÉS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodas]]></surname>
<given-names><![CDATA[Elisabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cuenca Instituto Universitario de Lenguas ]]></institution>
<addr-line><![CDATA[Cuenca ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>9</numero>
<fpage>48</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222019000300048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222019000300048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222019000300048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor&#8217;s teaching contract. Consequently, not only the quality of teaching is affected but also the teachers&#8217; motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers&#8217; job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La inducción de profesores nuevos usualmente no es el foco de un programa de inglés como lengua extranjera. En muchas instituciones, la experiencia de los profesores con respecto a su orientación recibe poca atención, con el resultado de estrés, relacionado con el trabajo, al comienzo de su contrato. En consecuencia, no solo la calidad de la enseñanza se ve afectada, sino también la motivación del profesor y su percepción de su lugar de trabajo. Este artículo de investigación analiza los resultados de un estudio de caso de una innovación a la inducción de profesores nuevos de un programa de lenguas en la ciudad de Cuenca, Ecuador. Para esto, el estudio de caso se basó en la comunicación bidireccional entre la administración y el personal docente por medio de retroalimentación directa, la consideración de principios administrativos de programas de lenguas, así como la aplicación de una encuesta a los profesores después de la implementación. Como resultado, la innovación de la inducción de profesores nuevos parece haber reducido el estrés laboral de los profesores durante la primera semana de clases; así, ayudó a crear un ambiente de aprendizaje donde el programa, sus profesores y sus alumnos se benefician en general.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[program management]]></kwd>
<kwd lng="en"><![CDATA[new teachers]]></kwd>
<kwd lng="en"><![CDATA[induction]]></kwd>
<kwd lng="en"><![CDATA[orientation]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
<kwd lng="es"><![CDATA[administración de programas]]></kwd>
<kwd lng="es"><![CDATA[nuevos profesores]]></kwd>
<kwd lng="es"><![CDATA[inducción]]></kwd>
<kwd lng="es"><![CDATA[orientación]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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