View in EDS HTML Full Text PDF Full Text

From Classroom Challenges to Scholarly Insights: A Bibliometric Analysis of Novice Teacher Research

Saved in:
Bibliographic Details
Title: From Classroom Challenges to Scholarly Insights: A Bibliometric Analysis of Novice Teacher Research
Language: English
Authors: Beranda Ping Jin Yii (ORCID 0009-0005-9791-1541), Mohd Muslim Md Zalli (ORCID 0000-0003-0908-686X), Aidi Ahmi (ORCID 0000-0002-8488-6966), Hui Haw Law (ORCID 0000-0001-8395-0631), Abderrahim Benlahcene (ORCID 0000-0001-5440-7525), Mohd Ridhuan Mohd Jamil (ORCID 0000-0002-1330-3751), Wei Boon Quah (ORCID 0000-0002-7138-5900)
Source: British Educational Research Journal. 2025 51(4):1735-1766.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Bibliometrics, Educational Research, Beginning Teachers, Publications, Educational Trends, Social Sciences, Faculty Development, Educational Practices, Mentors, Professional Identity, Teacher Education
DOI: 10.1002/berj.4153
ISSN: 0141-1926
1469-3518
Abstract: This study provides a comprehensive bibliometric analysis of research on novice teachers, drawing from the metadata of 1032 publications indexed in the Scopus database. It explores publication trends, key contributors and prevailing research themes from 1945 to 2024, offering insights to inform and enhance support systems for novice teachers. Data were analysed using tools such as Microsoft Excel, biblioMagika, OpenRefine, VOSviewer and Biblioshiny to evaluate publication metrics, collaboration patterns and thematic trends. The analysis reveals a steady publication growth over time, with the USA emerging as the most productive country, supported by key institutions such as the University of California and Harvard University. "Teaching and Teacher Education" is identified as the most influential journal in this field. Most of the novice teacher publications were written in English (94.86%) and focused on the fields of social sciences. Dominant themes include teacher development, professional practices, mentoring and identity formation. While relying on Scopus data, this study highlights the need to incorporate additional databases in future research to understand the evolving landscape comprehensively. By addressing literature gaps and emphasising emerging topics, this study contributes valuable insights to novice teacher research, offering implications for policy and practice in teacher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480448
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFTCMyU7HC9hK0MG51nZs5zAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFXREgKDOOdFpig4eAIBEICBmrn0uGz_iXxtR1bj2u3SNQJXSMKqlM9lcLNnw2mFX5mNaagzZZlNfz_u8mU-GgiwvHYJKUqcefZotizB3QEf_PoBbD3scla6xt6Dr-T05r9MBqGimaVEFzf995EbgJQXiuBOVvhGLGQB3ZfZpquBRvcvrAbBd4ZC3wyP3N3XsCjzJnfMoXogbsVjLcHqn24G5t8qGidfxFQ34gI=
Text:
  Availability: 1
  Value: <anid>AN0187391081;bed01aug.25;2025Aug20.05:27;v2.2.500</anid> <title id="AN0187391081-1">From classroom challenges to scholarly insights: A bibliometric analysis of novice teacher research </title> <p>This study provides a comprehensive bibliometric analysis of research on novice teachers, drawing from the metadata of 1032 publications indexed in the Scopus database. It explores publication trends, key contributors and prevailing research themes from 1945 to 2024, offering insights to inform and enhance support systems for novice teachers. Data were analysed using tools such as Microsoft Excel, biblioMagika, OpenRefine, VOSviewer and Biblioshiny to evaluate publication metrics, collaboration patterns and thematic trends. The analysis reveals a steady publication growth over time, with the USA emerging as the most productive country, supported by key institutions such as the University of California and Harvard University. Teaching and Teacher Education is identified as the most influential journal in this field. Most of the novice teacher publications were written in English (94.86%) and focused on the fields of social sciences. Dominant themes include teacher development, professional practices, mentoring and identity formation. While relying on Scopus data, this study highlights the need to incorporate additional databases in future research to understand the evolving landscape comprehensively. By addressing literature gaps and emphasising emerging topics, this study contributes valuable insights to novice teacher research, offering implications for policy and practice in teacher education.</p> <p>Keywords: bibliometric analysis; mentoring; novice teachers; professional practices; Scopus; teacher development</p> <p>Key insights What is the main issue that the paper addresses?The study addresses the lack of a comprehensive bibliometric understanding of research trends, key contributors and thematic focuses in novice teacher studies, aiming to enhance support systems and professional practices for early‐career teachers globally. What are the main insights that the paper provides?The paper reveals a steady growth in novice teacher research, dominated by English‐language publications and significant contributions from the USA. Key themes include teacher identity, mentoring and professional development, emphasising structured support systems. The study also identifies gaps, such as the integration of technology and emotional intelligence in mentoring practices.</p> <hd id="AN0187391081-2">INTRODUCTION</hd> <p>The transition from pre‐service education to in‐service teaching represents a critical phase in a teacher's professional journey. Novice teachers, typically in their first few years of teaching, face unique challenges that significantly influence their career trajectory and effectiveness in the classroom (Manley et al., [<reflink idref="bib42" id="ref1">42</reflink>]; Mansell, [<reflink idref="bib43" id="ref2">43</reflink>]; Yildirim et al., [<reflink idref="bib74" id="ref3">74</reflink>]). Numerous studies have underscored the importance of supporting novice teachers by linking early career experiences to teacher retention, job satisfaction and overall educational outcomes (Keese et al., [<reflink idref="bib32" id="ref4">32</reflink>]; Miller & Youngs, [<reflink idref="bib46" id="ref5">46</reflink>]; Zavelevsky et al., [<reflink idref="bib75" id="ref6">75</reflink>]). Despite recognising these challenges, a gap exists in understanding the evolving research landscape focused on novice teachers. Existing research has extensively documented the struggles faced by novice teachers, including classroom management difficulties (Hằng et al., [<reflink idref="bib23" id="ref7">23</reflink>]; Saleem & Qureshi, [<reflink idref="bib58" id="ref8">58</reflink>]), isolation (Tahir et al., [<reflink idref="bib64" id="ref9">64</reflink>]; Westerlund & Eliasson, [<reflink idref="bib71" id="ref10">71</reflink>]) and inadequate support systems (Rouf, [<reflink idref="bib57" id="ref11">57</reflink>]; Shank, [<reflink idref="bib60" id="ref12">60</reflink>]).</p> <p>However, the number of comprehensive bibliometric studies in this area is still limited. Therefore, to address these research gaps, this study attempts to conduct a bibliometric analysis to understand the patterns, trends and critical contributions in novice teacher research from the Scopus data source. Specifically, it seeks to assess the current state of research, identify trends and growth patterns in publication, determine the critical contributions of authors, institutions and countries, highlight the most influential documents and explore prevalent research themes. By achieving these aims, the study intends to provide a comprehensive understanding of the research landscape surrounding novice teachers, thereby offering valuable insights for enhancing their support and development.</p> <p>This study aims to provide a detailed bibliometric analysis of research on novice teachers. Specifically, it seeks to address the following research questions (RQs):</p> <p></p> <ulist> <item> What is the current state of scholarly literature regarding novice teachers?</item> <p></p> <item> How have trends and growth patterns in the publication of novice teacher research evolved?</item> <p></p> <item> What are the key contributions of authors, countries and institutions to the research on novice teachers?</item> <p></p> <item> Which are the most influential documents and prolific journals in novice teacher literature, and what quality indicators (e.g. impact factors or citation scores) characterise these journals?</item> <p></p> <item> What themes are currently prevalent in novice teacher research?</item> </ulist> <p>These objectives guide the study in mapping the research landscape, identifying critical contributions and highlighting key themes in novice teacher research. By achieving these aims, this study seeks to provide actionable insights for policy and practice in teacher education.</p> <hd id="AN0187391081-3">LITERATURE REVIEW</hd> <p>The term 'novice teacher' refers to educators within their first 5 years of teaching. This period is often characterised by a steep learning curve, where individuals face challenges such as adjusting to professional roles and developing classroom management skills. Flores and Day ([<reflink idref="bib19" id="ref13">19</reflink>]) highlight the identity formation of novice teachers during this stage, emphasising the influence of personal and institutional factors. Similarly, Cochran‐Smith ([<reflink idref="bib14" id="ref14">14</reflink>]) explores systemic challenges, such as adapting to school cultures and pedagogical expectations. Bertram ([<reflink idref="bib5" id="ref15">5</reflink>]) and Jin et al. ([<reflink idref="bib30" id="ref16">30</reflink>]) further differentiate the terminology, noting the variations in how 'beginning teacher' and 'new teacher' are applied in global contexts.</p> <p>Teacher attrition is a globally acknowledged issue that poses significant challenges to the education sector, particularly in the early years of a teacher's career. The USA Ingersoll ([<reflink idref="bib28" id="ref17">28</reflink>]) highlights alarming attrition rates, with 30–50% of novice teachers leaving the profession within their first 5 years, escalating to nearly 50% in high‐poverty schools. Such high turnover rates lead to severe disruptions in educational continuity, adversely affect student learning and impose substantial costs related to recruitment and training. These figures underline the critical need for strategies to address the retention of early‐career teachers.</p> <p>In the Netherlands, similar trends underscore the urgency of the issue. Helms‐Lorenz ([<reflink idref="bib24" id="ref18">24</reflink>]) reports that 21% of secondary school novice teachers leave after just 1 year, increasing to 31% by the fifth year. Further compounding the concern, van der Grift and Helms‐Lorenz ([<reflink idref="bib67" id="ref19">67</reflink>]) reveal a stark contrast between certified and uncertified teachers, with attrition rates of 9 and 46% in the first 3 years. The high attrition rate among uncertified teachers reflects inadequate preparation and signals systemic shortcomings in supporting novice educators during their early careers. In contrast, countries like Hong Kong present a more optimistic picture, with early‐career attrition rates as low as 4.8–5.0% (McInerney et al., [<reflink idref="bib44" id="ref20">44</reflink>]). However, these lower rates highlight disparities influenced by cultural, economic and policy factors, suggesting that effective teacher retention is context‐dependent. For instance, robust induction programmes and supportive policies in Hong Kong may contribute to these positive outcomes.</p> <p>The variability in attrition rates globally emphasises the critical nature of this issue, as high turnover rates erode the stability of education systems, disrupt teacher–student relationships and burden national economies. This pressing concern necessitates targeted research to explore the root causes and potential solutions for novice teacher attrition, particularly in regions with the highest rates. Understanding these dynamics is essential for developing evidence‐based interventions to mitigate the significant impact of teacher turnover.</p> <p>Policy responses to teacher attrition vary widely. Structured induction programmes in the USA support early‐career teachers (Johnson & Birkeland, [<reflink idref="bib31" id="ref21">31</reflink>]). Finland takes a collaborative approach, emphasising peer mentoring to foster professional growth (Sali & Kecik, [<reflink idref="bib59" id="ref22">59</reflink>]). In the Netherlands, initiatives such as the national induction programme have been established to reduce attrition rates. Fruytier et al. ([<reflink idref="bib21" id="ref23">21</reflink>]) document regional differences, noting that 40% of teachers in Utrecht left their initial schools within 2 years, with approximately 20% leaving the profession entirely. Helms‐Lorenz ([<reflink idref="bib24" id="ref24">24</reflink>]) also identifies a 31% attrition rate for secondary education teachers after 5 years, suggesting systemic gaps in current support strategies.</p> <p>Support systems play a critical role in mitigating teacher attrition. Mentoring programmes are particularly effective, with Kutsyuruba et al. ([<reflink idref="bib36" id="ref25">36</reflink>]) demonstrating their ability to reduce isolation and improve classroom management. Collaborative peer networks and professional learning communities also provide essential emotional and professional support (Fantilli & McDougall, [<reflink idref="bib18" id="ref26">18</reflink>]). Comprehensive induction programmes that integrate mentoring with ongoing training have been shown to significantly enhance retention rates. In the Netherlands, Fontein et al. ([<reflink idref="bib20" id="ref27">20</reflink>]) report that 12–13% of teachers leave the profession within 5 years, highlighting the potential of robust support systems to mitigate these losses.</p> <p>Novice teachers employ various strategies to navigate the challenges of their early careers. Reflective practices are crucial, allowing teachers to evaluate and improve their instructional methods (Levin et al., [<reflink idref="bib39" id="ref28">39</reflink>]). Collaboration with mentors and peers fosters the sharing of best practices and provides emotional support. Lampert et al. ([<reflink idref="bib37" id="ref29">37</reflink>]) highlight the value of rehearsing complex teaching tasks, which equips teachers with the confidence to manage diverse classroom situations. These adaptive strategies are instrumental in promoting resilience and professional sustainability. Research on novice teachers employs diverse methodologies, reflecting the complexity of their experiences. Qualitative studies, such as those by Flores and Day ([<reflink idref="bib19" id="ref30">19</reflink>]), provide in‐depth insights into the identity formation and challenges faced by new teachers. Quantitative approaches, like those used by Helms‐Lorenz ([<reflink idref="bib24" id="ref31">24</reflink>]), offer statistical analyses of attrition rates and their impacts. Systematic reviews synthesise evidence from various studies, offering a broader perspective on effective interventions (Hirsch et al., [<reflink idref="bib26" id="ref32">26</reflink>]). These methodologies contribute to a comprehensive understanding of the factors affecting novice teachers and inform evidence‐based policy development.</p> <p>This literature review synthesises insights from highly cited works, such as Flores and Day ([<reflink idref="bib19" id="ref33">19</reflink>]), who explore identity formation, and Cochran‐Smith ([<reflink idref="bib14" id="ref34">14</reflink>]), who critique teacher education systems. In addition, systematic reviews, such as those by Hirsch et al. ([<reflink idref="bib26" id="ref35">26</reflink>]) on classroom management strategies, provide a foundation for understanding effective interventions. This synthesis of key findings highlights terminological clarity, attrition rates, policy frameworks, support systems, adaptive strategies and methodological insights. The integration of global and regional data underscores the multifaceted challenges faced by early‐career educators and the importance of contextually tailored support systems to enhance teacher retention.</p> <hd id="AN0187391081-4">METHODS</hd> <p>The metadata for this study was obtained from the Scopus database on 30 June 2024. This dataset included detailed information on subject areas, document types, source types, languages, countries, authors' affiliations, citation data and keywords. Scopus was chosen as the primary data source for this bibliometric analysis owing to its extensive coverage of peer‐reviewed literature, encompassing a broader range of documents than those indexed by Web of Science (Visser et al., [<reflink idref="bib69" id="ref36">69</reflink>]).</p> <hd id="AN0187391081-5">Search strategy</hd> <p>The selection of studies for this bibliometric analysis adhered to a rigorous screening process designed to ensure the inclusion of high‐quality and relevant publications. This process was underpinned by predefined inclusion and exclusion criteria, which were carefully applied at every stage. Only publications indexed in the Scopus database were considered, given its comprehensive coverage of peer‐reviewed literature across disciplines. To ensure alignment with the research topic, publications were required to include the keywords 'novice teacher' OR 'new teacher' in the title, ensuring the studies addressed the specific focus of novice teacher research. The dataset included peer‐reviewed articles, review papers, book chapters and conference proceedings, thereby capturing a broad range of empirical and theoretical contributions.</p> <p>The search timeframe was set from 1945 to 2024 to provide a comprehensive longitudinal perspective on trends and patterns in this area of research. Although the initial search included publications in all languages, only those with sufficient metadata and accessibility for analysis were ultimately retained. The search process, conducted on 30 June 2024, is summarised in Figure 1, outlining the identification, screening and inclusion stages leading to the final dataset of 1032 records.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01aug25/berj4153-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4153-fig-0001.jpg" title="1 Flow diagram of the search strategy. Source: Adapted from Punj et al. ([55])." /> </p> <p></p> <hd id="AN0187391081-7">Inclusion and exclusion criteria</hd> <p>Exclusion criteria were equally rigorous to maintain the dataset's focus and quality. Studies that were not explicitly related to novice teachers, such as those addressing mid‐career or veteran teachers without any connection to novice teacher development, were excluded based on a review of abstracts and keywords. Furthermore, non‐scholarly outputs, including editorials, opinion pieces and commentaries, were excluded as they did not meet the quality standards for bibliometric analysis. Records with incomplete metadata, such as missing author names, publication years or keywords, were removed during the data cleaning process to ensure accuracy and completeness. Duplicates were systematically identified and eliminated using OpenRefine, further ensuring the integrity of the dataset and preventing analytical distortions.</p> <p>The process for ensuring the quality and relevance of the dataset involved several stages. Titles, abstracts and keywords were initially screened to assess their alignment with the study objectives. Tools such as OpenRefine were employed to clean and harmonise metadata, addressing discrepancies in author names, affiliations and keywords, while also identifying and removing redundant records. Any ambiguous cases were manually reviewed by the research team, with consensus reached regarding their inclusion or exclusion. To ensure consistency, the dataset underwent multiple rounds of validation, during which the inclusion criteria were reapplied to guarantee a robust and reliable dataset.</p> <hd id="AN0187391081-8">Data collection</hd> <p>Data collection for the bibliometric analysis involved extracting metadata from the 1032 identified articles, including information such as authors, publication years, journal titles and citation counts. The primary challenge encountered during data collection was ensuring the completeness and accuracy of the metadata, given the variations in how different journals and databases format their information. A meticulous verification process was implemented to address this, cross‐referencing the extracted data with the original sources. Any duplicate records were also identified and removed to prevent skewing the analysis. The reliability and validity of the data were ensured by using standardised extraction protocols and validating the dataset through multiple iterations of quality checks. This rigorous approach ensured that the dataset was robust and reliable for subsequent bibliometric analysis. Through this systematic and meticulous approach, a final dataset of 1032 high‐quality and relevant publications was identified and included in the bibliometric analysis. This methodology ensured the reliability of the findings and their alignment with the study's objectives, providing a strong foundation for the analysis of trends, patterns and key contributions in novice teacher research.</p> <hd id="AN0187391081-9">Tool and data analysis</hd> <p>The bibliometric analysis in this study utilised a combination of advanced software tools to ensure comprehensive and reliable data analysis. The tools used include Microsoft Excel, biblioMagika (Ahmi, [<reflink idref="bib2" id="ref37">2</reflink>]), VOSviewer (van Eck & Waltman, [<reflink idref="bib68" id="ref38">68</reflink>]), Biblioshiny (Aria & Cuccurullo, [<reflink idref="bib3" id="ref39">3</reflink>]) and OpenRefine. Each tool was selected for its unique capabilities and role in the analytical process.</p> <p>Initially, Microsoft Excel was employed for organising and pre‐screening the raw metadata retrieved from Scopus. This preliminary step allowed for basic data structuring, providing a foundation for further refinement and detailed analysis. The structured dataset was then processed using biblioMagika, a powerful bibliometric tool, which was employed to process the raw metadata retrieved from Scopus. It enabled the conversion of raw metadata into structured bibliometric datasets, facilitating the generation of key metrics, such as publication counts, citation analysis and collaborative networks. One of its standout features is its ability to clean, aggregate and transform metadata into formats compatible with downstream tools like VOSviewer and Biblioshiny. Moreover, biblioMagika was instrumental in managing large datasets by ensuring consistency in data entries, such as author affiliations and publication venues, which was crucial for the accuracy of subsequent analyses.</p> <p>Following this, VOSviewer, a widely used software for bibliometric visualisation, was integral to the network analysis conducted in this study. This tool specialises in constructing and visualising bibliometric networks, including co‐authorship, co‐citation and keyword co‐occurrence networks. Its graphical interface enabled the creation of detailed visualisations that revealed collaborative patterns among authors and institutions, as well as thematic clusters within the dataset (Kirby, [<reflink idref="bib34" id="ref40">34</reflink>]). For example, VOSviewer's capability to quantify link strength between nodes provided a detailed understanding of the relationships between key contributors and research themes in novice teacher studies. These visualisations not only highlighted the interconnectedness of key topics but also facilitated a deeper understanding of the evolving dynamics within the research domain.</p> <p>Subsequently, Biblioshiny, an interactive web‐based application of the Bibliometrix R package, was employed for advanced bibliometric analyses and visualisations. Biblioshiny facilitated the creation of thematic maps, factorial plots and trend analyses that highlighted the evolution of research themes and concepts over time (Nuraini & Jazil, [<reflink idref="bib52" id="ref41">52</reflink>]). Its ability to perform multidimensional analyses allowed the identification of research frontiers and core themes within the literature, including areas such as mentoring programmes and professional development.</p> <p>Lastly, OpenRefine played a pivotal role in cleaning and harmonising the dataset. It was used to address inconsistencies in metadata, such as typographical errors and variations in author names, institutional affiliations and keywords (Ahmi, [<reflink idref="bib1" id="ref42">1</reflink>]). OpenRefine allowed for the correction of typographical errors, standardisation of terminology and grouping of synonymous terms. These processes ensured the coherence and integrity of the dataset, which was essential for accurate bibliometric analysis. Together, these tools provided a robust framework for processing, analysing and visualising the dataset. By leveraging the unique functionalities of each tool, this study was able to produce a comprehensive bibliometric analysis that uncovered significant trends, themes and contributions in the field of novice teacher research.</p> <hd id="AN0187391081-10">RESULTS</hd> <p>The outcome of the analysis has been partitioned into five components to address the previously stated study inquiries. The findings were provided using descriptive language, providing a comprehensive overview of the data. The network analysis shows the relationships between authors, institutions and countries. In addition, the mapping analysis graphically displays patterns and distributions to get deeper insights.</p> <hd id="AN0187391081-11">Current states</hd> <p>To address the first research question regarding the present condition of academic literature concerning novice teachers, Table 1 summarises the scholarly literature on novice teachers from 1945 to 2024. This summary includes the number of publications and the main findings. In addition, Table 2 displays the types of documents, languages and subject areas, respectively.</p> <p>1 TABLE Citation metrics.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Main information</th><th align="left">Data</th></tr></thead><tbody valign="top"><tr><td align="left">Publication years</td><td align="left">1945–2024</td></tr><tr><td align="left">Total publications</td><td align="left">1032</td></tr><tr><td align="left">Citable year</td><td align="left">80</td></tr><tr><td align="left">Number of contributing authors</td><td align="left">2301</td></tr><tr><td align="left">Number of cited papers</td><td align="left">797</td></tr><tr><td align="left">Total citations</td><td align="left">19,322</td></tr><tr><td align="left">Citation per paper</td><td align="left">18.72</td></tr><tr><td align="left">Citation per cited paper</td><td align="left">24.24</td></tr><tr><td align="left">Citation per year</td><td align="left">244.58</td></tr><tr><td align="left">Citation per author</td><td align="left">8.40</td></tr><tr><td align="left">Author per paper</td><td align="left">2.23</td></tr><tr><td align="left">Citation sums within h‐Core</td><td align="left">17,073</td></tr><tr><td align="left">h‐Index</td><td align="left">66</td></tr><tr><td align="left">g‐Index</td><td align="left">109</td></tr><tr><td align="left">m‐Index</td><td align="left">0.825</td></tr></tbody></table> </ephtml> </p> <p>2 TABLE Document types, languages and subject areas.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Category</th><th align="left">Subcategory</th><th align="left">Total publications</th><th align="left">Percentage (%)</th></tr></thead><tbody valign="top"><tr><td align="left">Document type</td><td align="left">Article</td><td align="char" char=".">814</td><td align="char" char=".">78.88</td></tr><tr><td align="left">Book chapter</td><td align="char" char=".">81</td><td align="char" char=".">7.85</td></tr><tr><td align="left">Review</td><td align="char" char=".">51</td><td align="char" char=".">4.94</td></tr><tr><td align="left">Conference paper</td><td align="char" char=".">46</td><td align="char" char=".">4.46</td></tr><tr><td align="left">Book</td><td align="char" char=".">13</td><td align="char" char=".">1.26</td></tr><tr><td align="left">Note</td><td align="char" char=".">11</td><td align="char" char=".">1.07</td></tr><tr><td align="left">Editorial</td><td align="char" char=".">9</td><td align="char" char=".">0.87</td></tr><tr><td align="left">Short survey</td><td align="char" char=".">3</td><td align="char" char=".">0.29</td></tr><tr><td align="left">Erratum</td><td align="char" char=".">2</td><td align="char" char=".">0.19</td></tr><tr><td align="left">Letter</td><td align="char" char=".">2</td><td align="char" char=".">0.19</td></tr><tr><td align="left">Language</td><td align="left">English</td><td align="char" char=".">979</td><td align="char" char=".">94.86</td></tr><tr><td align="left">Spanish</td><td align="char" char=".">32</td><td align="char" char=".">3.10</td></tr><tr><td align="left">French</td><td align="char" char=".">8</td><td align="char" char=".">0.78</td></tr><tr><td align="left">Portuguese</td><td align="char" char=".">5</td><td align="char" char=".">0.48</td></tr><tr><td align="left">Czech</td><td align="char" char=".">3</td><td align="char" char=".">0.29</td></tr><tr><td align="left">Norwegian</td><td align="char" char=".">3</td><td align="char" char=".">0.29</td></tr><tr><td align="left">Turkish</td><td align="char" char=".">3</td><td align="char" char=".">0.29</td></tr><tr><td align="left">Lithuanian</td><td align="char" char=".">2</td><td align="char" char=".">0.19</td></tr><tr><td align="left">Swedish</td><td align="char" char=".">2</td><td align="char" char=".">0.19</td></tr><tr><td align="left">Croatian</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Italian</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Japanese</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Russian</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Subject area</td><td align="left">Social Sciences</td><td align="char" char=".">945</td><td align="char" char=".">91.57</td></tr><tr><td align="left">Arts and Humanities</td><td align="char" char=".">117</td><td align="char" char=".">11.34</td></tr><tr><td align="left">Psychology</td><td align="char" char=".">82</td><td align="char" char=".">7.95</td></tr><tr><td align="left">Computer Science</td><td align="char" char=".">55</td><td align="char" char=".">5.33</td></tr><tr><td align="left">Business, Management and Accounting</td><td align="char" char=".">39</td><td align="char" char=".">3.78</td></tr><tr><td align="left">Medicine</td><td align="char" char=".">31</td><td align="char" char=".">3.00</td></tr><tr><td align="left">Mathematics</td><td align="char" char=".">19</td><td align="char" char=".">1.84</td></tr><tr><td align="left">Physics and Astronomy</td><td align="char" char=".">19</td><td align="char" char=".">1.84</td></tr><tr><td align="left">Engineering</td><td align="char" char=".">15</td><td align="char" char=".">1.45</td></tr><tr><td align="left">Health Professions</td><td align="char" char=".">14</td><td align="char" char=".">1.36</td></tr><tr><td align="left">Economics, Econometrics and Finance</td><td align="char" char=".">10</td><td align="char" char=".">0.97</td></tr><tr><td align="left">Nursing</td><td align="char" char=".">8</td><td align="char" char=".">0.78</td></tr><tr><td align="left">Decision Sciences</td><td align="char" char=".">5</td><td align="char" char=".">0.48</td></tr><tr><td align="left">Environmental Science</td><td align="char" char=".">5</td><td align="char" char=".">0.48</td></tr><tr><td align="left">Neuroscience</td><td align="char" char=".">3</td><td align="char" char=".">0.29</td></tr><tr><td align="left">Pharmacology, Toxicology and Pharmaceutics</td><td align="char" char=".">3</td><td align="char" char=".">0.29</td></tr><tr><td align="left">Agricultural and Biological Sciences</td><td align="char" char=".">2</td><td align="char" char=".">0.19</td></tr><tr><td align="left">Chemistry</td><td align="char" char=".">2</td><td align="char" char=".">0.19</td></tr><tr><td align="left">Dentistry</td><td align="char" char=".">2</td><td align="char" char=".">0.19</td></tr><tr><td align="left">Biochemistry, Genetics and Molecular Biology</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Chemical Engineering</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Earth and Planetary Sciences</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Energy</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr><tr><td align="left">Multidisciplinary</td><td align="char" char=".">1</td><td align="char" char=".">0.10</td></tr></tbody></table> </ephtml> </p> <hd id="AN0187391081-12">Citation metrics</hd> <p>Table 1 provides an overview of research on the specified topic from 1945 to 2024, documenting 1032 published papers. This extensive dataset underscores a longstanding academic focus on the area. The papers, authored by 2301 contributors, demonstrate high scholarly collaboration. With a total of 19,322 citations, each paper averages 18.72 citations and those cited have an average of 24.24 citations, indicating the significant impact of research on novice teachers. An average of 244.58 citations per year further emphasises the enduring relevance of this research. The average number of authors per paper is 2.23, reflecting a collaborative approach. The <emph>h</emph>‐index of 66 highlights the most highly cited papers, underscoring the field's key contributions. In addition, the <emph>g</emph>‐index of 109 and <emph>m</emph>‐index of 0.825 offer additional perspectives on the distribution and quality of citations, illustrating the depth and influence of the research.</p> <hd id="AN0187391081-13">Document types, languages and subject areas</hd> <p>Table 2 provides a comprehensive overview of the scholarly literature on novice teachers, categorising the publications by document types, languages and subject areas. Articles dominate the field, accounting for 814 publications (78.88%), reflecting the discipline's strong emphasis on empirical research and scholarly analysis. Other prominent document types include book chapters (<reflink idref="bib81" id="ref43">81</reflink>, 7.85%) and review papers (<reflink idref="bib51" id="ref44">51</reflink>, 4.94%). While conference papers (<reflink idref="bib46" id="ref45">46</reflink>, 4.46%) and books (<reflink idref="bib13" id="ref46">13</reflink>, 1.26%) contribute to the overall body of literature, less common formats, such as notes (<reflink idref="bib11" id="ref47">11</reflink>, 1.07%), editorials (<reflink idref="bib9" id="ref48">9</reflink>, 0.87%), short surveys (<reflink idref="bib3" id="ref49">3</reflink>, 0.29%), errata (<reflink idref="bib2" id="ref50">2</reflink>, 0.19%) and letters (<reflink idref="bib2" id="ref51">2</reflink>, 0.19%), account for less than 2% collectively. This highlights the need for greater diversity in publication formats to capture varied scholarly contributions in this field.</p> <p>In terms of language, English overwhelmingly predominates, representing 979 publications (94.86%). Spanish follows with 32 publications (3.10%), while French (<reflink idref="bib8" id="ref52">8</reflink>, 0.78%) and other languages, including Portuguese, Czech, Norwegian, Turkish, Lithuanian, Swedish, Croatian, Italian, Japanese and Russian, collectively account for less than 2%. The dominance of English underscores its role as the primary medium for disseminating research, although contributions in other languages indicate efforts towards inclusivity and accessibility.</p> <p>Research on novice teachers spans 24 distinct subject areas, emphasising its interdisciplinary nature. The Social Sciences lead with 945 publications (91.57%), followed by Arts and Humanities (<reflink idref="bib117" id="ref53">117</reflink>, 11.34%) and Psychology (<reflink idref="bib82" id="ref54">82</reflink>, 7.95%). Contributions from Computer Science (<reflink idref="bib55" id="ref55">55</reflink>, 5.33%), Business, Management and Accounting (<reflink idref="bib39" id="ref56">39</reflink>, 3.78%) and Medicine (<reflink idref="bib31" id="ref57">31</reflink>, 3.00%) further enrich the literature. Other disciplines, such as Mathematics, Physics and Astronomy, Engineering and Health Professions, contribute to over 10 publications each, reinforcing the diversity of perspectives. This range of subject areas highlights the multifaceted nature of research on novice teachers, offering comprehensive insights into their experiences and professional development across varied academic contexts.</p> <hd id="AN0187391081-14">Publication trends</hd> <p>To address the second research question on the evolution of trends and growth patterns in the publication of novice teacher research, the data presented in Table 3, which details various metrics from 2014 to 2024, are critically analysed. The analysis reveals a complex progression in this research area, characterised by fluctuations in both the quantity and impact of publications. Initially, there was a noticeable increase in the total number of publications (TP), reaching a peak of 69 in 2023. This suggests a heightened scholarly interest in novice teacher research during this period. The data for 2024, collected in June, show 32 publications thus far. However, as the dataset represents only the first half of the year, this figure does not provide a complete representation of the full‐year trend. The final number of publications for 2024 is expected to increase as additional studies are published in the latter half of the year, reinforcing the importance of long‐term data tracking to accurately capture publication trends.</p> <p>3 TABLE Publication by year.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Year</th><th align="left">TP</th><th align="left">NCA</th><th align="left">NCP</th><th align="left">TC</th><th align="left">C/P</th><th align="left">C/CP</th><th align="left"><italic>h</italic></th><th align="left"><italic>g</italic></th><th align="left"><italic>m</italic></th></tr></thead><tbody valign="top"><tr><td align="left">2014</td><td align="char" char=".">42</td><td align="char" char=".">112</td><td align="char" char=".">36</td><td align="char" char=".">1021</td><td align="char" char=".">24.31</td><td align="char" char=".">28.36</td><td align="char" char=".">14</td><td align="char" char=".">31</td><td align="char" char=".">1.273</td></tr><tr><td align="left">2015</td><td align="char" char=".">39</td><td align="char" char=".">79</td><td align="char" char=".">34</td><td align="char" char=".">748</td><td align="char" char=".">19.18</td><td align="char" char=".">22.00</td><td align="char" char=".">13</td><td align="char" char=".">27</td><td align="char" char=".">1.300</td></tr><tr><td align="left">2016</td><td align="char" char=".">40</td><td align="char" char=".">98</td><td align="char" char=".">35</td><td align="char" char=".">618</td><td align="char" char=".">15.45</td><td align="char" char=".">17.66</td><td align="char" char=".">13</td><td align="char" char=".">24</td><td align="char" char=".">1.444</td></tr><tr><td align="left">2017</td><td align="char" char=".">38</td><td align="char" char=".">79</td><td align="char" char=".">32</td><td align="char" char=".">581</td><td align="char" char=".">15.29</td><td align="char" char=".">18.16</td><td align="char" char=".">13</td><td align="char" char=".">23</td><td align="char" char=".">1.625</td></tr><tr><td align="left">2018</td><td align="char" char=".">48</td><td align="char" char=".">120</td><td align="char" char=".">40</td><td align="char" char=".">430</td><td align="char" char=".">8.96</td><td align="char" char=".">10.75</td><td align="char" char=".">12</td><td align="char" char=".">19</td><td align="char" char=".">1.714</td></tr><tr><td align="left">2019</td><td align="char" char=".">46</td><td align="char" char=".">125</td><td align="char" char=".">35</td><td align="char" char=".">388</td><td align="char" char=".">8.43</td><td align="char" char=".">11.09</td><td align="char" char=".">11</td><td align="char" char=".">17</td><td align="char" char=".">1.833</td></tr><tr><td align="left">2020</td><td align="char" char=".">67</td><td align="char" char=".">200</td><td align="char" char=".">57</td><td align="char" char=".">594</td><td align="char" char=".">8.87</td><td align="char" char=".">10.42</td><td align="char" char=".">13</td><td align="char" char=".">21</td><td align="char" char=".">2.600</td></tr><tr><td align="left">2021</td><td align="char" char=".">46</td><td align="char" char=".">126</td><td align="char" char=".">38</td><td align="char" char=".">332</td><td align="char" char=".">7.22</td><td align="char" char=".">8.74</td><td align="char" char=".">9</td><td align="char" char=".">16</td><td align="char" char=".">2.250</td></tr><tr><td align="left">2022</td><td align="char" char=".">62</td><td align="char" char=".">168</td><td align="char" char=".">42</td><td align="char" char=".">189</td><td align="char" char=".">3.05</td><td align="char" char=".">4.50</td><td align="char" char=".">8</td><td align="char" char=".">10</td><td align="char" char=".">2.667</td></tr><tr><td align="left">2023</td><td align="char" char=".">69</td><td align="char" char=".">176</td><td align="char" char=".">29</td><td align="char" char=".">120</td><td align="char" char=".">1.74</td><td align="char" char=".">4.14</td><td align="char" char=".">6</td><td align="char" char=".">9</td><td align="char" char=".">3.000</td></tr><tr><td align="left">2024</td><td align="char" char=".">32</td><td align="char" char=".">89</td><td align="char" char=".">6</td><td align="char" char=".">7</td><td align="char" char=".">0.22</td><td align="char" char=".">1.17</td><td align="char" char=".">1</td><td align="char" char=".">1</td><td align="char" char=".">1.000</td></tr></tbody></table> </ephtml> </p> <p>1 Abbreviations: C/CP, average citations per cited publication; C/P, average citations per publication; <emph>g</emph>, <emph>g</emph>‐index; <emph>h</emph>, <emph>h</emph>‐index; <emph>m</emph>, <emph>m</emph>‐index; NCA, number of contributing authors; NCP, number of cited publications; TC, total citations; TP, total number of publications.</p> <p>This trend is mirrored in the number of contributing authors (NCA), which reached its highest point at 200 in 2020, indicating a period of extensive collaboration that has demonstrated variations in recent years, reflecting shifts in research engagement and focus. The impact of these publications, as measured by total citations (TC), shows a concerning trend. While citation counts for recent publications are still accumulating, the data currently indicate lower citation numbers for 2024 compared with previous years. There is a steep decline from 1021 citations in 2014 to 7 citations recorded as of mid‐2024. However, given that citations typically take time to accumulate, the final citation count for 2024 publications is expected to increase over time as these works gain scholarly attention. This decrease is further supported by the declining average citations per publication (C/P) and citations per cited publication (C/CP), suggesting that, while the volume of published papers has increased, the scholarly impact of individual studies has varied across different years. The <emph>h</emph>‐index and <emph>g</emph>‐index, which measure the number and quality of highly cited publications, also reflect variability rather than a downward trend, emphasising the evolving nature of research influence over time. Furthermore, the <emph>m</emph>‐index, which assesses the consistency of significant contributions, indicates fluctuations rather than a linear decline, reinforcing the need for ongoing analysis of research impact. Rather than indicating a definitive decline, these findings reflect evolving publication patterns that warrant continued observation. Long‐term monitoring will provide deeper insights into the trajectory of research trends in novice teacher studies, ensuring a more comprehensive understanding of its scholarly impact over time.</p> <p>The trends and growth patterns in novice teacher research indicate an initial phase of rapid growth, followed by stabilisation. Shifts in publication trends reflect the evolving nature of scholarly inquiry, shaped by emerging research priorities, methodological innovations and broader educational challenges. Such variations highlight the dynamic and evolving nature of academic inquiry, presenting opportunities for further exploration and innovation in the field. These findings underscore the need for a renewed focus on producing high‐quality, impactful research in this area to ensure its continued relevance and contribution to the field of education.</p> <p>In addition, Figure 2 illustrates the positive trends in scholarly production related to novice teacher research, highlighting significant growth over the years. The graph shows a steady increase in publications (TP) and total citations (TC), particularly from the early 2000s. This upward trend reflects a growing recognition among researchers of the importance of studying novice teachers, resulting in substantial work contributing to the field's development. The peak in publications around 2023 indicates a heightened academic interest and engagement, suggesting that this area continues to attract attention and investment from the scholarly community. The increase in citations, particularly notable around 2007, demonstrates that the research conducted during this period had a substantial impact, influencing subsequent studies and practices. The data underscores a robust and active research environment, highlighting the academic community's commitment to understanding and supporting novice teachers through comprehensive and innovative studies. This growth in scholarly work is likely to lead to more informed and effective strategies for enhancing novice teacher experiences and outcomes in the future.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01aug25/berj4153-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4153-fig-0002.jpg" title="2 Total publications and citations by year. [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <hd id="AN0187391081-16">The key contributors</hd> <p>This section presents the most influential contributors to novice teacher research to address the third research question regarding the key contributions of authors, institutions and countries.</p> <hd id="AN0187391081-17">Publications by authors</hd> <p>Table 4 presents the most productive authors in novice teacher research, featuring those with more than four publications. The top contributors are Achinstein, B., with 10 publications, and Johnson, S. M., with nine. Achinstein has significant impact with 805 total citations and an average of 80.50 citations per publication, while Johnson has achieved 1267 total citations, averaging 140.78 citations per publication. Other notable authors include Athanases, S. Z., and Pogodzinski, B., both of whom have a strong publication record and significant citation counts. Flores, M. A., from the University of Minho, is particularly notable for having the highest average citations per publication at 202.17, indicating the significant influence of her work despite having only six publications. Kardos, S. M. also stands out, with 626 citations across six publications. The rankings based on total publications and citations illustrate these authors' substantial contributions to the field. Their prolific output and high citation numbers highlight the impact and importance of their research on novice teachers, positioning them as leading figures in advancing the understanding and development of this area.</p> <p>4 TABLE Most productive authors with more than four publications.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Name</th><th align="left">Current affiliation</th><th align="left">Country</th><th align="left">TP</th><th align="left">NCP</th><th align="left">TC</th><th align="left">C/P</th><th align="left">C/CP</th><th align="left"><italic>h</italic></th><th align="left"><italic>g</italic></th><th align="left"><italic>m</italic></th></tr></thead><tbody valign="top"><tr><td align="left">Achinstein, B.</td><td align="left">University of California</td><td align="left">USA</td><td align="char" char=".">10</td><td align="char" char=".">10</td><td align="char" char=".">805</td><td align="char" char=".">80.50</td><td align="char" char=".">80.50</td><td align="char" char=".">10</td><td align="char" char=".">10</td><td align="char" char=".">0.455</td></tr><tr><td align="left">Johnson, S. M.</td><td align="left">University of Wisconsin</td><td align="left">USA</td><td align="char" char=".">9</td><td align="char" char=".">9</td><td align="char" char=".">1267</td><td align="char" char=".">140.78</td><td align="char" char=".">140.78</td><td align="char" char=".">9</td><td align="char" char=".">9</td><td align="char" char=".">0.375</td></tr><tr><td align="left">Athanases, S. Z.</td><td align="left">University of California</td><td align="left">USA</td><td align="char" char=".">8</td><td align="char" char=".">8</td><td align="char" char=".">233</td><td align="char" char=".">29.13</td><td align="char" char=".">29.13</td><td align="char" char=".">6</td><td align="char" char=".">8</td><td align="char" char=".">0.273</td></tr><tr><td align="left">Pogodzinski, B.</td><td align="left">Wayne State University</td><td align="left">USA</td><td align="char" char=".">7</td><td align="char" char=".">7</td><td align="char" char=".">115</td><td align="char" char=".">16.43</td><td align="char" char=".">16.43</td><td align="char" char=".">5</td><td align="char" char=".">7</td><td align="char" char=".">0.385</td></tr><tr><td align="left">McNally, J.</td><td align="left">University of Stirling</td><td align="left">UK</td><td align="char" char=".">6</td><td align="char" char=".">4</td><td align="char" char=".">52</td><td align="char" char=".">8.67</td><td align="char" char=".">13.00</td><td align="char" char=".">3</td><td align="char" char=".">6</td><td align="char" char=".">0.188</td></tr><tr><td align="left">Shanks, R.</td><td align="left">University of Aberdeen</td><td align="left">UK</td><td align="char" char=".">6</td><td align="char" char=".">6</td><td align="char" char=".">75</td><td align="char" char=".">12.50</td><td align="char" char=".">12.50</td><td align="char" char=".">4</td><td align="char" char=".">6</td><td align="char" char=".">0.308</td></tr><tr><td align="left">Flores, M. A.</td><td align="left">University of Minho</td><td align="left">Portugal</td><td align="char" char=".">6</td><td align="char" char=".">6</td><td align="char" char=".">1213</td><td align="char" char=".">202.17</td><td align="char" char=".">202.17</td><td align="char" char=".">6</td><td align="char" char=".">6</td><td align="char" char=".">0.250</td></tr><tr><td align="left">Kwok, A.</td><td align="left">Texas A&M University</td><td align="left">USA</td><td align="char" char=".">6</td><td align="char" char=".">6</td><td align="char" char=".">53</td><td align="char" char=".">8.83</td><td align="char" char=".">8.83</td><td align="char" char=".">5</td><td align="char" char=".">6</td><td align="char" char=".">1.000</td></tr><tr><td align="left">Kardos, S. M.</td><td align="left">Harvard University</td><td align="left">USA</td><td align="char" char=".">6</td><td align="char" char=".">6</td><td align="char" char=".">626</td><td align="char" char=".">104.33</td><td align="char" char=".">104.33</td><td align="char" char=".">6</td><td align="char" char=".">6</td><td align="char" char=".">0.250</td></tr><tr><td align="left">Mitchell, D.</td><td align="left">University of California</td><td align="left">USA</td><td align="char" char=".">5</td><td align="char" char=".">5</td><td align="char" char=".">49</td><td align="char" char=".">9.80</td><td align="char" char=".">9.80</td><td align="char" char=".">5</td><td align="char" char=".">5</td><td align="char" char=".">1.000</td></tr><tr><td align="left">Huston, D.</td><td align="left">University of California</td><td align="left">USA</td><td align="char" char=".">5</td><td align="char" char=".">5</td><td align="char" char=".">49</td><td align="char" char=".">9.80</td><td align="char" char=".">9.80</td><td align="char" char=".">5</td><td align="char" char=".">5</td><td align="char" char=".">1.000</td></tr><tr><td align="left">Admiraal, W.</td><td align="left">Oslo Metropolitan University</td><td align="left">Norway</td><td align="char" char=".">5</td><td align="char" char=".">4</td><td align="char" char=".">31</td><td align="char" char=".">6.20</td><td align="char" char=".">7.75</td><td align="char" char=".">3</td><td align="char" char=".">5</td><td align="char" char=".">0.273</td></tr><tr><td align="left">Keese, J.</td><td align="left">Mercer University</td><td align="left">USA</td><td align="char" char=".">5</td><td align="char" char=".">5</td><td align="char" char=".">34</td><td align="char" char=".">6.80</td><td align="char" char=".">6.80</td><td align="char" char=".">4</td><td align="char" char=".">5</td><td align="char" char=".">1.000</td></tr><tr><td align="left">Devos, G.</td><td align="left">Ghent University</td><td align="left">Belgium</td><td align="char" char=".">5</td><td align="char" char=".">5</td><td align="char" char=".">71</td><td align="char" char=".">14.20</td><td align="char" char=".">14.20</td><td align="char" char=".">4</td><td align="char" char=".">5</td><td align="char" char=".">0.250</td></tr></tbody></table> </ephtml> </p> <p>2 Abbreviations: C/CP, average citations per cited publication; C/P, average citations per publication; <emph>g</emph>, <emph>g</emph>‐index; <emph>h</emph>, <emph>h</emph>‐index; <emph>m</emph>, <emph>m</emph>‐index; NCA, number of contributing authors; NCP, number of cited publications; TC, total citations; TP, total number of publications.</p> <hd id="AN0187391081-18">Publications by institutions</hd> <p>Based on total citations, Table 5 identifies the top 10 most influential institutions in novice teacher research. The University of Wisconsin leads the list with 1719 citations across 16 publications, followed closely by the University of California, which has amassed 1642 citations from 37 publications. With fewer publications (<reflink idref="bib10" id="ref58">10</reflink>), Harvard University still boasts a substantial impact with 1200 citations, reflecting the significant influence of its contributions. Despite having only three publications, the University of Minho in Portugal stands out with a notably high average of 334 citations per publication. This highlights the profound impact of their work. Similarly, with a single publication, the University of Nottingham achieves a remarkable 867 citations, indicating the exceptional influence of that particular research. Other notable institutions include the University of Washington and the University of Michigan, which have also made significant contributions with 810 and 752 citations, respectively. The Open University of the Netherlands and Brandeis University further emphasise the global nature of impactful research in this field, with substantial citation counts and high average citations per publication.</p> <p>5 TABLE Top 10 most influential institutions by total citations.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Institution name</th><th align="left">Country</th><th align="left">TP</th><th align="left">NCA</th><th align="left">NCP</th><th align="left">TC</th><th align="left">C/P</th><th align="left">C/CP</th><th align="left"><italic>h</italic></th><th align="left"><italic>g</italic></th><th align="left"><italic>m</italic></th></tr></thead><tbody valign="top"><tr><td align="left">University of Wisconsin</td><td align="left">USA</td><td align="char" char=".">16</td><td align="char" char=".">17</td><td align="char" char=".">15</td><td align="char" char=".">1719</td><td align="char" char=".">107.44</td><td align="char" char=".">114.60</td><td align="char" char=".">11</td><td align="char" char=".">16</td><td align="char" char=".">0.297</td></tr><tr><td align="left">University of California</td><td align="left">USA</td><td align="char" char=".">37</td><td align="char" char=".">70</td><td align="char" char=".">32</td><td align="char" char=".">1642</td><td align="char" char=".">44.38</td><td align="char" char=".">51.31</td><td align="char" char=".">17</td><td align="char" char=".">37</td><td align="char" char=".">0.274</td></tr><tr><td align="left">Harvard University</td><td align="left">USA</td><td align="char" char=".">10</td><td align="char" char=".">16</td><td align="char" char=".">10</td><td align="char" char=".">1200</td><td align="char" char=".">120.00</td><td align="char" char=".">120.00</td><td align="char" char=".">9</td><td align="char" char=".">10</td><td align="char" char=".">0.375</td></tr><tr><td align="left">University of Minho</td><td align="left">Portugal</td><td align="char" char=".">3</td><td align="char" char=".">4</td><td align="char" char=".">3</td><td align="char" char=".">1002</td><td align="char" char=".">334.00</td><td align="char" char=".">334.00</td><td align="char" char=".">3</td><td align="char" char=".">3</td><td align="char" char=".">0.158</td></tr><tr><td align="left">University of Nottingham</td><td align="left">UK</td><td align="char" char=".">1</td><td align="char" char=".">1</td><td align="char" char=".">1</td><td align="char" char=".">867</td><td align="char" char=".">867.00</td><td align="char" char=".">867.00</td><td align="char" char=".">1</td><td align="char" char=".">1</td><td align="char" char=".">0.053</td></tr><tr><td align="left">University of Washington</td><td align="left">USA</td><td align="char" char=".">9</td><td align="char" char=".">17</td><td align="char" char=".">9</td><td align="char" char=".">810</td><td align="char" char=".">90.00</td><td align="char" char=".">90.00</td><td align="char" char=".">7</td><td align="char" char=".">9</td><td align="char" char=".">0.350</td></tr><tr><td align="left">University of Michigan</td><td align="left">USA</td><td align="char" char=".">8</td><td align="char" char=".">15</td><td align="char" char=".">7</td><td align="char" char=".">752</td><td align="char" char=".">94.00</td><td align="char" char=".">107.43</td><td align="char" char=".">7</td><td align="char" char=".">8</td><td align="char" char=".">0.088</td></tr><tr><td align="left">Open University of the Netherlands</td><td align="left">Netherlands</td><td align="char" char=".">8</td><td align="char" char=".">15</td><td align="char" char=".">7</td><td align="char" char=".">642</td><td align="char" char=".">80.25</td><td align="char" char=".">91.71</td><td align="char" char=".">6</td><td align="char" char=".">8</td><td align="char" char=".">0.600</td></tr><tr><td align="left">Brandeis University</td><td align="left">USA</td><td align="char" char=".">5</td><td align="char" char=".">6</td><td align="char" char=".">5</td><td align="char" char=".">455</td><td align="char" char=".">91.00</td><td align="char" char=".">91.00</td><td align="char" char=".">5</td><td align="char" char=".">5</td><td align="char" char=".">0.227</td></tr><tr><td align="left">Boston College</td><td align="left">USA</td><td align="char" char=".">3</td><td align="char" char=".">3</td><td align="char" char=".">3</td><td align="char" char=".">441</td><td align="char" char=".">147.00</td><td align="char" char=".">147.00</td><td align="char" char=".">3</td><td align="char" char=".">3</td><td align="char" char=".">0.150</td></tr></tbody></table> </ephtml> </p> <p>3 Abbreviations: C/CP, average citations per cited publication; C/P, average citations per publication; <emph>g</emph>, <emph>g</emph>‐index; <emph>h</emph>, <emph>h</emph>‐index; <emph>m</emph>, <emph>m</emph>‐index; NCA, number of contributing authors; NCP, number of cited publications; TC, total citations; TP, total number of publications.</p> <p>The presence of leading institutions from various countries in novice teacher research underscores the importance of international collaboration to deepen the understanding of the challenges and experiences faced by novice teachers. The data highlights the dominant role of institutions from the USA, with significant contributions from Europe, emphasising the need for global cooperation. By fostering stronger partnerships and sharing research findings, these institutions can offer a more comprehensive and diverse range of insights, developing more effective strategies and interventions. This collaborative approach is crucial for enhancing educational practices and outcomes worldwide, addressing the diverse needs of novice teachers across different educational contexts.</p> <hd id="AN0187391081-19">Publications by countries</hd> <p>Table 6 and Figure 3 provide a comprehensive overview of the global landscape of novice teacher research, highlighting contributions from the top countries and their respective continents. The USA is the leading contributor, with 501 publications and 11,421 total citations, underscoring its significant influence in the field. This dominance is visually represented in Figure 2 by the deep purple shading, indicating the highest level of scientific output. The USA also has a high <emph>h</emph>‐index of 57 and a <emph>g</emph>‐index of 106, reflecting both the volume and quality of research. The UK follows with 108 publications and 2443 citations, maintaining a strong academic presence. Canada, with 41 publications and 1117 citations, and Australia, with 35 publications and 819 citations, also show significant contributions, particularly in impact, as indicated by high average citations per publication (C/P) of 27.24 and 23.40, respectively. These countries are represented in lighter shades of purple and green in Figure 3, signifying moderate to high levels of research activity.</p> <p>6 TABLE Top 10 countries contributed to the publications.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Country</th><th align="left">TP</th><th align="left">NCA</th><th align="left">NCP</th><th align="left">TC</th><th align="left">C/P</th><th align="left">C/CP</th><th align="left"><italic>h</italic></th><th align="left"><italic>g</italic></th><th align="left"><italic>m</italic></th></tr></thead><tbody valign="top"><tr><td align="left">USA</td><td align="char" char=".">501</td><td align="char" char=".">1051</td><td align="char" char=".">400</td><td align="char" char=".">11,421</td><td align="char" char=".">22.80</td><td align="char" char=".">28.55</td><td align="char" char=".">57</td><td align="char" char=".">106</td><td align="char" char=".">0.713</td></tr><tr><td align="left">UK</td><td align="char" char=".">108</td><td align="char" char=".">190</td><td align="char" char=".">93</td><td align="char" char=".">2443</td><td align="char" char=".">22.62</td><td align="char" char=".">26.27</td><td align="char" char=".">23</td><td align="char" char=".">49</td><td align="char" char=".">0.397</td></tr><tr><td align="left">Israel</td><td align="char" char=".">43</td><td align="char" char=".">83</td><td align="char" char=".">37</td><td align="char" char=".">826</td><td align="char" char=".">19.21</td><td align="char" char=".">22.32</td><td align="char" char=".">14</td><td align="char" char=".">28</td><td align="char" char=".">0.318</td></tr><tr><td align="left">Canada</td><td align="char" char=".">41</td><td align="char" char=".">76</td><td align="char" char=".">35</td><td align="char" char=".">1117</td><td align="char" char=".">27.24</td><td align="char" char=".">31.91</td><td align="char" char=".">14</td><td align="char" char=".">33</td><td align="char" char=".">0.467</td></tr><tr><td align="left">Australia</td><td align="char" char=".">35</td><td align="char" char=".">62</td><td align="char" char=".">32</td><td align="char" char=".">819</td><td align="char" char=".">23.40</td><td align="char" char=".">25.59</td><td align="char" char=".">14</td><td align="char" char=".">28</td><td align="char" char=".">0.304</td></tr><tr><td align="left">China</td><td align="char" char=".">33</td><td align="char" char=".">80</td><td align="char" char=".">20</td><td align="char" char=".">163</td><td align="char" char=".">4.94</td><td align="char" char=".">8.15</td><td align="char" char=".">8</td><td align="char" char=".">12</td><td align="char" char=".">0.500</td></tr><tr><td align="left">Spain</td><td align="char" char=".">25</td><td align="char" char=".">59</td><td align="char" char=".">17</td><td align="char" char=".">97</td><td align="char" char=".">3.88</td><td align="char" char=".">5.71</td><td align="char" char=".">6</td><td align="char" char=".">9</td><td align="char" char=".">0.194</td></tr><tr><td align="left">Chile</td><td align="char" char=".">22</td><td align="char" char=".">57</td><td align="char" char=".">14</td><td align="char" char=".">183</td><td align="char" char=".">8.32</td><td align="char" char=".">13.07</td><td align="char" char=".">6</td><td align="char" char=".">13</td><td align="char" char=".">0.462</td></tr><tr><td align="left">Malaysia</td><td align="char" char=".">17</td><td align="char" char=".">45</td><td align="char" char=".">11</td><td align="char" char=".">43</td><td align="char" char=".">2.53</td><td align="char" char=".">3.91</td><td align="char" char=".">4</td><td align="char" char=".">6</td><td align="char" char=".">0.235</td></tr><tr><td align="left">Netherlands</td><td align="char" char=".">17</td><td align="char" char=".">50</td><td align="char" char=".">14</td><td align="char" char=".">563</td><td align="char" char=".">33.12</td><td align="char" char=".">40.21</td><td align="char" char=".">9</td><td align="char" char=".">17</td><td align="char" char=".">0.225</td></tr></tbody></table> </ephtml> </p> <p>4 Abbreviations: C/CP, average citations per cited publication; C/P, average citations per publication; <emph>g</emph>, <emph>g</emph>‐index; <emph>h</emph>, <emph>h</emph>‐index; <emph>m</emph>, <emph>m</emph>‐index; NCA, number of contributing authors; NCP, number of cited publications; TC, total citations; TP, total number of publications.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01aug25/berj4153-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4153-fig-0003.jpg" title="3 Worldwide scientific production indexed by Scopus on novice teacher studies. [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <p>Asia, Israel and China are notable contributors. Israel produces 43 publications and 826 citations, while China has 33 publications but a lower C/P of 4.94. The map reflects this with lighter shades, indicating room for growth in research impact. Other countries like the Netherlands and Spain, although they contribute fewer publications, achieve notable citation impacts, particularly the Netherlands, which has a high C/P of 33.12. The distribution across continents reveals North America's dominance, primarily driven by the USA, with strong support from Canada. Europe is also well‐represented, with significant contributions from the UK and the Netherlands. Asia's contributions are growing, with Israel and China making notable strides. Oceania, represented by Australia, shows consistent academic engagement. The statistics from the table and the map collectively emphasise the worldwide scope of novice teacher research, including prominent leaders in North America and Europe. The visual and numerical data underscore the importance of fostering international collaborations to enhance global understanding and address the challenges faced by novice teachers. This comprehensive view provides a basis for further improving research quality and impact worldwide.</p> <hd id="AN0187391081-21">The influential document and prolific journal</hd> <p>To address the fourth research question regarding the most influential documents and prolific journals in novice teacher research, an additional layer of analysis was conducted to identify not only the most impactful articles but also the most prolific journals contributing to this field. This included assessing journals by their publication volume and citation impact within the dataset. Quality indicators, such as CiteScore, quartile rankings and Scientific Journal Rankings, were incorporated to provide a comprehensive evaluation. Data on these metrics were sourced from publicly available databases, ensuring transparency and consistency in the analysis. This information supports researchers in prioritising high‐impact venues for future submissions and inquiries in novice teacher research.</p> <p>Table 7 lists the top 10 highly cited articles in novice teacher literature. The leading article is 'Contexts which shape and reshape new teachers' identities: A multi‐perspective study' by Flores and Day ([<reflink idref="bib19" id="ref59">19</reflink>]), published in <emph>Teaching and Teacher Education</emph>. With 867 citations and an average of 45.63 citations per year, this study is critical for understanding the factors influencing novice teachers' identity formation. Another significant study, 'Pursuing a "sense of success": New teachers explain their career decisions' by Johnson and Birkeland ([<reflink idref="bib31" id="ref60">31</reflink>]), has 489 citations and examines the career decision‐making processes of novice teachers. Lampert et al. ([<reflink idref="bib37" id="ref61">37</reflink>]) contributed another impactful work, 'Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching', with 406 citations, highlighting the role of rehearsals in teacher training.</p> <p>7 TABLE Top 10 highly cited articles.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">No.</th><th align="left">Author(s)</th><th align="left">Title</th><th align="left">Source title</th><th align="left">TC</th><th align="left">C/Y</th><th align="left">CS 2023</th><th align="left">SJR 2023</th><th align="left">Q</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="left">Flores and Day (<xref ref-type="bibr" rid="bibr19">2006</xref>)</td><td align="left">Contexts which shape and reshape new teachers' identities: A multi‐perspective study</td><td align="left">Teaching and Teacher Education</td><td align="char" char=".">867</td><td align="char" char=".">45.63</td><td align="char" char=".">6.5</td><td align="char" char=".">1.663</td><td align="left">Q1</td></tr><tr><td align="left">2</td><td align="left">Johnson and Birkeland (<xref ref-type="bibr" rid="bibr31">2003</xref>)</td><td align="left">Pursuing a 'Sense of Success': New teachers explain their career decisions</td><td align="left">American Educational Research Journal</td><td align="char" char=".">489</td><td align="char" char=".">22.23</td><td align="char" char=".">8.7</td><td align="char" char=".">2.232</td><td align="left">Q1</td></tr><tr><td align="left">3</td><td align="left">Lampert et al. (<xref ref-type="bibr" rid="bibr37">2013</xref>)</td><td align="left">Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching</td><td align="left">Journal of Teacher Education</td><td align="char" char=".">406</td><td align="char" char=".">33.83</td><td align="char" char=".">8.9</td><td align="char" char=".">2.158</td><td align="left">Q1</td></tr><tr><td align="left">4</td><td align="left">Cochran‐Smith (<xref ref-type="bibr" rid="bibr14">2005</xref>)</td><td align="left">The new teacher education: For better or for worse?</td><td align="left">Educational Researcher</td><td align="char" char=".">307</td><td align="char" char=".">15.35</td><td align="char" char=".">15.3</td><td align="char" char=".">3.956</td><td align="left">Q1</td></tr><tr><td align="left">5</td><td align="left">Clotfelter et al. (<xref ref-type="bibr" rid="bibr13">2005</xref>)</td><td align="left">Who teaches whom? Race and the distribution of novice teachers</td><td align="left">Economics of Education Review</td><td align="char" char=".">297</td><td align="char" char=".">14.85</td><td align="char" char=".">3.3</td><td align="char" char=".">1.059</td><td align="left">Q1</td></tr><tr><td align="left">6</td><td align="left">Fantilli and McDougall (<xref ref-type="bibr" rid="bibr18">2009</xref>)</td><td align="left">A study of novice teachers: Challenges and supports in the first years</td><td align="left">Teaching and Teacher Education</td><td align="char" char=".">277</td><td align="char" char=".">17.31</td><td align="char" char=".">6.5</td><td align="char" char=".">1.663</td><td align="left">Q1</td></tr><tr><td align="left">7</td><td align="left">Robertson‐Kraft and Duckworth (<xref ref-type="bibr" rid="bibr56">2014</xref>)</td><td align="left">True grit: Trait‐level perseverance and passion for long‐term goals predicts effectiveness and retention among novice teachers</td><td align="left">Teachers College Record</td><td align="char" char=".">237</td><td align="char" char=".">21.55</td><td align="char" char=".">3.2</td><td align="char" char=".">0.642</td><td align="left">Q2</td></tr><tr><td align="left">8</td><td align="left">Levin et al. (<xref ref-type="bibr" rid="bibr39">2009</xref>)</td><td align="left">Novice teachers' attention to student thinking</td><td align="left">Journal of Teacher Education</td><td align="char" char=".">235</td><td align="char" char=".">14.69</td><td align="char" char=".">8.9</td><td align="char" char=".">2.158</td><td align="left">Q1</td></tr><tr><td align="left">9</td><td align="left">Thomas and Beauchamp (<xref ref-type="bibr" rid="bibr65">2011</xref>)</td><td align="left">Understanding new teachers' professional identities through metaphor</td><td align="left">Teaching and Teacher Education</td><td align="char" char=".">217</td><td align="char" char=".">15.50</td><td align="char" char=".">6.5</td><td align="char" char=".">1.663</td><td align="left">Q1</td></tr><tr><td align="left">10</td><td align="left">Castro et al. (<xref ref-type="bibr" rid="bibr9">2010</xref>)</td><td align="left">Resilience strategies for new teachers in high‐needs areas</td><td align="left">Teaching and Teacher Education</td><td align="char" char=".">217</td><td align="char" char=".">14.47</td><td align="char" char=".">6.5</td><td align="char" char=".">1.663</td><td align="left">Q1</td></tr></tbody></table> </ephtml> </p> <p>5 Abbreviations: CS, CiteScore; C/Y, citations per year; Q, quartile; SJR, scientific journal rankings; TC, total citations.</p> <p>In addition to these individual studies, journals such as <emph>Teaching and Teacher Education</emph>, <emph>Journal of Teacher Education</emph> and <emph>American Educational Research Journal</emph> emerge as the most prolific and impactful platforms in this field. These journals are consistently ranked in Q1, reflecting their prestige and high citation impact. For an instance, the CiteScore for <emph>Teaching and Teacher Education</emph> in 2023 is 6.5, with an SJR of 1.663. Similarly, <emph>American Educational Research Journal</emph> boasts a CiteScore of 8.7 and an SJR of 2.232. These indicators provide further evidence of their critical role in advancing research on novice teacher education. The significant citation counts of these articles and the prominence of these journals underscore their influence in shaping research and policy discussions on novice teacher education. Together, they provide a robust foundation for understanding teacher education, identity formation and the professional challenges faced by novice teachers.</p> <hd id="AN0187391081-22">Themes</hd> <p>To address the fifth research question on identifying prevailing themes in novice teacher research, VOSviewer was employed to analyse author keyword co‐occurrences. This comprehensive analysis facilitated the creation of a network visualisation, offering valuable insights into the research landscape. Furthermore, Biblioshiny was utilised to explore thematic maps further and conduct factorial analysis. This multifaceted approach provided a robust understanding of current research trends and thematic emphases within novice teacher studies, revealing a diverse array of focal points that reflect the evolving challenges and opportunities in this field.</p> <hd id="AN0187391081-23">Co‐occurrence network</hd> <p>Figure 4 provides a comprehensive visualisation resulting from a co‐occurrence analysis of author keywords in research on novice teachers using VOSviewer. Co‐occurrence analysis identifies relationships and patterns by examining the frequency with which specific keywords appear in academic publications (Zhou et al., [<reflink idref="bib78" id="ref62">78</reflink>]). For this study, a threshold of three minimum occurrences was set for author keywords, and out of 1492 unique keywords, 64 met this criterion. These keywords are organised into distinct clusters, each represented by a unique colour, highlighting various thematic areas within the research field. The analysis offers insights into dominant and emerging trends, as detailed in Table 8.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01aug25/berj4153-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4153-fig-0004.jpg" title="4 Network visualisation of co‐occurrence analysis of authors' keywords (https://tinyurl.com/2y3oye8h). [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <p>8 TABLE Research themes based on author keywords.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Author's keyword</th><th align="left">Cluster</th><th align="left">Total link strength</th><th align="left">Occurrences</th><th align="left">Theme</th></tr></thead><tbody valign="top"><tr><td align="left">New teachers</td><td align="char" char=".">1</td><td align="char" char=".">33</td><td align="char" char=".">39</td><td align="left">Foundational teacher preparation and socialisation practices</td></tr><tr><td align="left">Teacher induction</td><td align="char" char=".">21</td><td align="char" char=".">26</td></tr><tr><td align="left">Teachers</td><td align="char" char=".">16</td><td align="char" char=".">24</td></tr><tr><td align="left">Educational policy</td><td align="char" char=".">13</td><td align="char" char=".">15</td></tr><tr><td align="left">Identity</td><td align="char" char=".">12</td><td align="char" char=".">13</td></tr><tr><td align="left">Teacher preparation</td><td align="char" char=".">11</td><td align="char" char=".">14</td></tr><tr><td align="left">Mixed methods</td><td align="char" char=".">9</td><td align="char" char=".">9</td></tr><tr><td align="left">Teacher evaluation</td><td align="char" char=".">9</td><td align="char" char=".">13</td></tr><tr><td align="left">Retention</td><td align="char" char=".">8</td><td align="char" char=".">8</td></tr><tr><td align="left">Accountability</td><td align="char" char=".">7</td><td align="char" char=".">7</td></tr><tr><td align="left">Qualitative research</td><td align="char" char=".">7</td><td align="char" char=".">8</td></tr><tr><td align="left">Socialisation</td><td align="char" char=".">7</td><td align="char" char=".">7</td></tr><tr><td align="left">Early career teachers</td><td align="char" char=".">5</td><td align="char" char=".">8</td></tr><tr><td align="left">Principals</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Covid‐19</td><td align="char" char=".">4</td><td align="char" char=".">5</td></tr><tr><td align="left">Teacher socialisation</td><td align="char" char=".">3</td><td align="char" char=".">5</td></tr><tr><td align="left">Teacher education</td><td align="char" char=".">2</td><td align="char" char=".">61</td><td align="char" char=".">76</td><td align="left">Enhancement of teacher competence and well‐being</td></tr><tr><td align="left">Pre‐service teachers</td><td align="char" char=".">10</td><td align="char" char=".">11</td></tr><tr><td align="left">Teacher training</td><td align="char" char=".">10</td><td align="char" char=".">15</td></tr><tr><td align="left">Reflection</td><td align="char" char=".">9</td><td align="char" char=".">9</td></tr><tr><td align="left">Reflective practice</td><td align="char" char=".">8</td><td align="char" char=".">9</td></tr><tr><td align="left">Classroom management</td><td align="char" char=".">7</td><td align="char" char=".">12</td></tr><tr><td align="left">Education</td><td align="char" char=".">6</td><td align="char" char=".">7</td></tr><tr><td align="left">Teacher beliefs</td><td align="char" char=".">6</td><td align="char" char=".">9</td></tr><tr><td align="left">Self‐study</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Job satisfaction</td><td align="char" char=".">4</td><td align="char" char=".">7</td></tr><tr><td align="left">Self‐efficacy</td><td align="char" char=".">4</td><td align="char" char=".">5</td></tr><tr><td align="left">Action research</td><td align="char" char=".">3</td><td align="char" char=".">8</td></tr><tr><td align="left">Teacher quality</td><td align="char" char=".">3</td><td align="char" char=".">5</td></tr><tr><td align="left">Beginning teachers</td><td align="char" char=".">3</td><td align="char" char=".">22</td><td align="char" char=".">29</td><td align="left">Progressive professional development and teacher identity formation</td></tr><tr><td align="left">Case study</td><td align="char" char=".">12</td><td align="char" char=".">12</td></tr><tr><td align="left">Teaching</td><td align="char" char=".">10</td><td align="char" char=".">15</td></tr><tr><td align="left">Assessment</td><td align="char" char=".">7</td><td align="char" char=".">7</td></tr><tr><td align="left">English language teaching</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Higher education</td><td align="char" char=".">5</td><td align="char" char=".">6</td></tr><tr><td align="left">Inclusion</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Initial teacher education</td><td align="char" char=".">5</td><td align="char" char=".">8</td></tr><tr><td align="left">Students</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Teacher</td><td align="char" char=".">5</td><td align="char" char=".">6</td></tr><tr><td align="left">Standards</td><td align="char" char=".">4</td><td align="char" char=".">5</td></tr><tr><td align="left">Equity</td><td align="char" char=".">3</td><td align="char" char=".">6</td></tr><tr><td align="left">Teacher development</td><td align="char" char=".">4</td><td align="char" char=".">11</td><td align="char" char=".">14</td><td align="left">Support and sustainability of teacher growth and diversity</td></tr><tr><td align="left">Pre‐service teacher education</td><td align="char" char=".">10</td><td align="char" char=".">12</td></tr><tr><td align="left">Teacher retention</td><td align="char" char=".">9</td><td align="char" char=".">9</td></tr><tr><td align="left">Newly qualified teachers</td><td align="char" char=".">7</td><td align="char" char=".">8</td></tr><tr><td align="left">Diversity</td><td align="char" char=".">6</td><td align="char" char=".">6</td></tr><tr><td align="left">Teacher learning</td><td align="char" char=".">6</td><td align="char" char=".">9</td></tr><tr><td align="left">New teacher induction</td><td align="char" char=".">5</td><td align="char" char=".">6</td></tr><tr><td align="left">Novice teachers</td><td align="char" char=".">5</td><td align="char" char=".">115</td><td align="char" char=".">166</td><td align="left">Novice teacher identity formation and career growth</td></tr><tr><td align="left">Teacher identity</td><td align="char" char=".">10</td><td align="char" char=".">13</td></tr><tr><td align="left">Expert teachers</td><td align="char" char=".">6</td><td align="char" char=".">6</td></tr><tr><td align="left">Professional identities</td><td align="char" char=".">6</td><td align="char" char=".">9</td></tr><tr><td align="left">Teacher professional development</td><td align="char" char=".">6</td><td align="char" char=".">8</td></tr><tr><td align="left">Challenges</td><td align="char" char=".">4</td><td align="char" char=".">5</td></tr><tr><td align="left">Mentoring</td><td align="char" char=".">6</td><td align="char" char=".">58</td><td align="char" char=".">67</td><td align="left">Mentoring and induction programmes in education</td></tr><tr><td align="left">Induction</td><td align="char" char=".">32</td><td align="char" char=".">35</td></tr><tr><td align="left">Mentors</td><td align="char" char=".">13</td><td align="char" char=".">13</td></tr><tr><td align="left">Disadvantaged schools</td><td align="char" char=".">4</td><td align="char" char=".">5</td></tr><tr><td align="left">Induction programmes</td><td align="char" char=".">4</td><td align="char" char=".">5</td></tr><tr><td align="left">Professional development</td><td align="char" char=".">7</td><td align="char" char=".">36</td><td align="char" char=".">41</td><td align="left">Innovations in teacher development</td></tr><tr><td align="left">Emotions</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Primary education</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Technology</td><td align="char" char=".">5</td><td align="char" char=".">5</td></tr><tr><td align="left">Student teachers</td><td align="char" char=".">4</td><td align="char" char=".">5</td></tr></tbody></table> </ephtml> </p> <p>The first significant cluster, Foundational Teacher Preparation and Socialisation Practices (Red Cluster), encompasses research on novice teacher development's foundational aspects. Central keywords such as 'new teachers' (39 occurrences, total link strength 33), 'teacher induction' and 'teachers' emphasise the importance of structured professional practices and policies in supporting novice teachers. This cluster highlights the systems and frameworks essential for integrating new educators into the teaching profession, focusing on aspects like 'educational policy', 'identity' and 'teacher preparation' (Jin et al., [<reflink idref="bib29" id="ref63">29</reflink>]; Pischetola, [<reflink idref="bib54" id="ref64">54</reflink>]; Zhang & Zhou, [<reflink idref="bib76" id="ref65">76</reflink>]). These terms underscore the complex identity formation and adaptation process that new teachers undergo as they begin their careers.</p> <p>Building on the theme of foundational support, the Enhancement of Teacher Competence and Well‐Being (Green Cluster) emphasises continuous professional development and well‐being. Keywords such as 'teacher education' (76 occurrences, total link strength: 61), 'pre‐service teachers' and 'teacher training' are central to this cluster, reflecting ongoing efforts to enhance the skills and well‐being of teachers. This cluster also includes keywords like 'reflection', 'reflective practice' and 'classroom management', highlighting the critical role of self‐evaluation and effective pedagogical strategies in fostering a supportive and productive learning environment (Hidayati et al., [<reflink idref="bib25" id="ref66">25</reflink>]; Miri et al., [<reflink idref="bib47" id="ref67">47</reflink>]; Xu et al., [<reflink idref="bib72" id="ref68">72</reflink>]; Zhang et al., [<reflink idref="bib77" id="ref69">77</reflink>]). The focus here is on equipping educators with the tools and practices necessary for sustained professional growth.</p> <p>Transitioning from individual growth to broader educational contexts, the Progressive Professional Development and Teacher Identity Formation (Blue Cluster) delves into forming teacher identities and professional development pathways. This cluster features keywords like 'beginning teachers' (29 occurrences, total link strength 22), 'case study' and 'teaching', indicating a focus on the early stages of teacher development. The inclusion of terms such as 'assessment', 'English language teaching', and 'higher education' suggests a comprehensive exploration of various educational practices and contexts that influence teacher identity and development (Ngan et al., [<reflink idref="bib51" id="ref70">51</reflink>]; Ping, [<reflink idref="bib53" id="ref71">53</reflink>]; Su, [<reflink idref="bib62" id="ref72">62</reflink>]). This research provides valuable insights into novice teachers' challenges and opportunities as they establish their professional identities.</p> <p>Further exploring the sustainability of the teaching workforce, the Support and Sustainability of Teacher Growth and Diversity (Yellow Cluster) addresses strategies for maintaining a diverse and capable teaching force. Keywords like 'teacher development', 'pre‐service teacher education' and 'teacher retention' highlight the need for initiatives that support teacher growth throughout their careers. The presence of terms such as 'diversity', 'teacher learning' and 'newly qualified teachers' reflects the emphasis on preparing teachers for diverse educational settings and ensuring they are equipped to handle various challenges. This cluster underscores the importance of creating supportive environments that foster both growth and sustainability within the teaching profession (Collie, [<reflink idref="bib15" id="ref73">15</reflink>]; Huang et al., [<reflink idref="bib27" id="ref74">27</reflink>]; Li et al., [<reflink idref="bib41" id="ref75">41</reflink>]).</p> <p>The focus on professional identity continues with the Novice Teacher Identity Formation and Career Growth (Purple Cluster), which explores the complexities of identity formation and professional growth among teachers. Central keywords include 'novice teachers' (166 occurrences, total link strength 115), 'teacher identity' and 'expert teachers'. This cluster highlights the multifaceted nature of professional development, examining how novice teachers develop and solidify their professional identities. Keywords like 'professional identities', 'teacher professional development' and 'challenges' indicate a focus on the diverse experiences and obstacles faced by teachers, providing a comprehensive view of the factors influencing professional solid identity development (Chen et al., [<reflink idref="bib11" id="ref76">11</reflink>]; Larsen & Allen, [<reflink idref="bib38" id="ref77">38</reflink>]; Li et al., [<reflink idref="bib40" id="ref78">40</reflink>]; Weinberg et al., [<reflink idref="bib70" id="ref79">70</reflink>]).</p> <p>The critical role of support systems is underscored in the Mentoring and Induction Programs in Education (Cyan Cluster). Keywords such as 'mentoring' (67 occurrences, total link strength 58), 'induction' and 'mentors' emphasise the importance of structured programmes in facilitating the transition of novice teachers into their professional roles. This cluster highlights the necessity of mentoring and induction, particularly in challenging contexts like disadvantaged schools, where additional support can significantly impact teacher retention and success (Mhlaba & Rankhumise, [<reflink idref="bib45" id="ref80">45</reflink>]; Moody Maestranzi et al., [<reflink idref="bib48" id="ref81">48</reflink>]; Tveitnes & Hvalby, [<reflink idref="bib66" id="ref82">66</reflink>]). Including terms like 'disadvantaged schools' and 'induction programmes' points to the tailored strategies needed to support novice teachers in various educational settings.</p> <p>Finally, the Innovations in Teacher Development (Orange Cluster) captures the latest trends and innovative approaches. This cluster features keywords such as 'professional development' (41 occurrences, total link strength 36), 'emotions' and 'technology', indicating a growing interest in integrating emotional intelligence and technological tools into teacher training. The focus on innovation reflects a forward‐looking approach to education, recognising the need for modern methodologies and tools to prepare teachers for the evolving demands of the twenty‐first‐century classroom (Chakravarti, [<reflink idref="bib10" id="ref83">10</reflink>]; Moorhouse & Wong, [<reflink idref="bib49" id="ref84">49</reflink>]; Suparno et al., [<reflink idref="bib63" id="ref85">63</reflink>]; Yamkasikorn, [<reflink idref="bib73" id="ref86">73</reflink>]). This cluster underscores the importance of staying updated with new trends and technologies in education to enhance teaching practices.</p> <p>The network visualisation and thematic analysis presented in Figure 4 and Table 8 provide a nuanced understanding of the key themes and trends in research on novice teachers. The detailed examination of these clusters highlights the interconnected nature of teacher development and professional growth, offering a comprehensive overview of the field. This analysis maps the current state of research and identifies potential gaps and emerging areas, providing a foundation for future research and policy development. This keyword analysis is essential for guiding future research directions and informing educational practices and policies by highlighting the critical areas of focus and the relationships among different themes.</p> <hd id="AN0187391081-25">Thematic map</hd> <p>Figure 5 illustrates a thematic map of author keywords, offering a comprehensive visualisation of critical themes within novice teacher research developed using the Biblioshiny tool. This map categorises the keywords into four distinct quadrants, each reflecting varying degrees of thematic relevance (centrality) and development (density). The data accompanying this visualisation provides detailed insights into the occurrence, centrality and density metrics, further delineating these themes into specific clusters. The Basic Themes quadrant, positioned in the lower right, is characterised by high centrality and low density, encapsulating fundamental themes such as 'novice teachers', 'mentoring' and 'teachers'. These themes are foundational to the field, serving as the core around which more specialised studies are developed. The prominence of 'novice teachers' (centrality of 0.4117) and 'mentoring' (centrality of 0.3792), along with their frequent occurrence (166 for novice teachers and 67 for mentoring), underscores their critical role in the broader discourse on teacher education and professional development.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01aug25/berj4153-fig-0005.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4153-fig-0005.jpg" title="5 Thematic map of the author's keywords. [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <p>In contrast, the Motor Themes quadrant in the upper right highlights themes with both high centrality and high density, indicative of well‐developed and essential research areas. 'Teacher education' is a primary focus within this quadrant, demonstrating significant impact and activity within the field. The high density (14.694) and centrality scores, along with a substantial occurrence count (<reflink idref="bib76" id="ref87">76</reflink>), underscore this theme's comprehensive exploration and sustained relevance in preparing and supporting novice teachers. The Niche Themes quadrant in the upper left includes themes with high density but lower centrality, such as 'students' and 'teaching'. These themes are more specialised and extensively developed within their specific niches, yet they are less integrated into the broader research framework of novice teacher studies. The placement of 'teaching' (with 15 occurrences) in this quadrant suggests its importance within specific contexts. However, it does not hold the same central position as themes like mentoring or teacher education. Lastly, the Emerging or Declining Themes quadrant, located in the lower left, is marked by both low centrality and low density, indicating areas of research either in the nascent stages or experiencing a decline in focus. The absence of prominent themes in this quadrant may point to potential gaps in the literature or emerging areas that have yet to be fully developed or recognised.</p> <p>Ultimately, the thematic map and associated data provide a nuanced landscape of the research on novice teacher education, highlighting the centrality and development of key themes. The placement of themes such as novice teachers, mentoring and teacher education underscores their pivotal roles in ongoing research. The map also identifies potential areas for further exploration, particularly in niche or emerging themes, suggesting opportunities for future research to address underexplored areas and expand the field's knowledge base.</p> <hd id="AN0187391081-27">Factorial analysis</hd> <p>Figure 6 presents a factorial analysis of author keywords in novice teacher research, as visualised through the Biblioshiny tool. This analysis positions keywords within a two‐dimensional space defined by Dim1 and Dim2, revealing the thematic relationships and clustering of central concepts in the field. The keywords are grouped into three main clusters, each representing distinct thematic areas. The largest cluster, predominantly located in the left and lower quadrants, includes keywords associated with practical and theoretical aspects of teacher education and professional development. This cluster is characterised by critical terms such as 'novice teachers', 'teacher education', 'mentoring', 'professional development', 'new teachers' and 'teacher induction'. The central positioning of these terms highlights a strong research focus on the foundational processes and frameworks that support the early stages of teaching careers. Additional terms like 'teacher identity', 'teacher preparation', 'reflection' and 'qualitative research' suggest a comprehensive exploration into the professional growth and identity formation of novice teachers. This cluster underscores the field's emphasis on understanding the initial experiences of teachers, addressing critical aspects such as classroom management, teacher retention and teacher learning.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/BED/01aug25/berj4153-fig-0006.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="berj4153-fig-0006.jpg" title="6 Factorial analysis of the author's keywords. [Colour figure can be viewed at wileyonlinelibrary.com]" /> </p> <p></p> <p>A second cluster, located primarily in the upper right quadrant, features keywords related to systemic and policy‐oriented issues within the educational context. This cluster includes terms such as 'educational policy', 'teacher evaluation', 'accountability', 'diversity' and 'principals'. The high Dim1 values associated with these terms indicate a focus on the structural and administrative dimensions of education, which are crucial for understanding the broader contextual factors that impact teacher performance and the overall effectiveness of educational institutions. This cluster reflects the intersection of policy and practice, highlighting areas where systemic considerations directly influence the teaching environment and outcomes. The third, smaller cluster in the lower right quadrant includes terms like 'newly qualified teachers' and 'mentors'. This cluster points to a specific focus on the transitional phase from teacher training to professional practice, emphasising the importance of mentorship and support systems during this critical period. These keywords indicate a targeted area of research dedicated to exploring the support mechanisms that facilitate the effective integration of new teachers into the profession.</p> <p>In general, the factorial analysis offers a detailed map of the thematic landscape in novice teacher research, highlighting critical areas of emphasis and potential gaps. It provides valuable insights into the dominant themes, including practical teaching concerns, systemic policy issues and the transition from training to practice. This analysis illustrates the current research state and suggests future inquiry directions, particularly in integrating systemic factors with individual teacher experiences and development.</p> <hd id="AN0187391081-29">DISCUSSION</hd> <p></p> <hd id="AN0187391081-30">Interpretation of findings</hd> <p>The bibliometric analysis of research on novice teachers provides valuable insights into the evolution and current state of this field, identifying significant trends, strengths and limitations. From 1945 to 2024, a total of 1032 publications demonstrates sustained scholarly interest. The USA emerges as a dominant contributor, reflecting a well‐established research infrastructure and an enduring focus on teacher education. This dominance underscores the centrality of English‐speaking countries in shaping the global discourse on novice teacher education but also highlights the marginalisation of perspectives from non‐English‐speaking regions, potentially limiting the inclusivity and universality of the findings.</p> <p>Key themes such as teacher identity, mentoring and professional development prominently align with foundational studies emphasising the critical role of support systems in fostering resilience among novice teachers (Fantilli & McDougall, [<reflink idref="bib18" id="ref88">18</reflink>]; Flores & Day, [<reflink idref="bib19" id="ref89">19</reflink>]). A study conducted in the USA emphasised the crucial impact of mentoring in alleviating occupational stress for first‐year teachers. According to Boyle et al. ([<reflink idref="bib7" id="ref90">7</reflink>]), 79% of novice public school teachers were paired with mentors. Those who had mentors reported notably lower stress‐risk levels than their counterparts without mentorship. In addition, novice teachers with mentors were more inclined to view their work environment as well‐supported and balanced, which helped mitigate stress during the initial stages of their teaching journey (Boyle et al., [<reflink idref="bib7" id="ref91">7</reflink>]).</p> <p>Structured mentoring and induction programmes have consistently been shown to mitigate early‐career attrition and foster professional growth. However, the relative scarcity of studies exploring emerging areas such as technology integration and emotional intelligence training reveals critical gaps in the literature that must be addressed to meet the demands of modern educational contexts. While several studies address traditional mentoring, few have explored the integration of AI‐based mentoring tools. A recent study by Bagai and Mane ([<reflink idref="bib4" id="ref92">4</reflink>]) introduced MentorAI, an AI‐driven mentorship platform designed to overcome the limitations of traditional mentoring. By leveraging AI, machine learning and natural language understanding, the platform offers personalised guidance, real‐time support and scalability, demonstrating how AI can transform professional development across various industries. This conceptual framework highlights the untapped potential of AI in mentoring, addressing challenges such as accessibility, personalisation and scalability in ways traditional methods cannot achieve.</p> <p>The analysis also reveals fluctuations in research activity, with a peak in publications in 2023, followed by a lower number of publications recorded in the first half of 2024. Given that the dataset was collected in June 2024, this observation reflects an incomplete year, and further research may be required to determine the full publication trajectory. This trend may suggest an evolving research landscape, influenced by factors such as shifting academic priorities, funding patterns and emerging educational policies. Furthermore, the geographic concentration of contributions in developed nations highlights disparities in research capacity, leaving countries in Asia, South America and Africa underrepresented. This imbalance underscores the necessity for greater global collaboration to diversify and enrich the knowledge base on novice teacher education, ensuring that culturally and contextually diverse experiences are captured.</p> <p>While these findings validate established theories on novice teacher development, emerging research gaps are also identified. For example, the emphasis on integrating technology and emotional intelligence into teacher development programmes reflects a growing need to address contemporary challenges such as digital fluency and emotional labour in teaching. These trends highlight the increasing complexity of teaching roles and the corresponding necessity for adaptive and innovative professional development models. Gaps remain, particularly in longitudinal studies evaluating the sustained impact of mentoring programmes and systemic factors, including leadership, policy frameworks and resource allocation, that influence novice teacher success. Addressing these gaps is essential for developing scalable and effective strategies. For an example, in the rural Mississippi Delta, Blackburn ([<reflink idref="bib6" id="ref93">6</reflink>]) conducted a study on the impact of e‐mentoring to support novice teacher retention among Teach For America teachers. Prior to the intervention, 60% of participants planned to stay in their placement schools, 10% intended to move and 30% planned to leave the profession. After the e‐mentoring programme, 60% still planned to stay, but the percentage intending to leave dropped to 10%, while 30% decided to move to other schools. These findings highlight the potential of e‐mentoring to stabilise retention decisions and reduce attrition among novice teachers in rural settings.</p> <p>This study underscores the necessity for a balanced, inclusive and adaptive approach to novice teacher education research. By addressing identified gaps and leveraging collaborative frameworks, researchers, policymakers and practitioners can work together to develop strategies that support novice teachers in navigating complex professional environments. These efforts will ultimately enhance teacher retention, professional growth and the overall quality of education worldwide.</p> <hd id="AN0187391081-31">Implications for practice</hd> <p>The results of this analysis present significant implications for improving novice teacher education practices. The substantial influence of key publications highlights the importance of implementing comprehensive induction and mentoring initiatives, as these are recurring focal points in the literature. Findings from the analysis can guide the development of targeted support systems designed to address the unique challenges encountered by novice teachers. For instance, a study of teacher induction programmes in Shanghai revealed that their perceived helpfulness was significantly associated with anticipated first‐year teacher retention, accounting for 7.8% of the variance. This demonstrates the potential of well‐structured teacher induction programmes to support novice teachers in their transition to the profession and improve retention rates (Han, [<reflink idref="bib22" id="ref94">22</reflink>]).</p> <p>Furthermore, the highlighted focus on teacher identity and professional growth indicates a pressing need for educational institutions to emphasise these aspects, as they contribute to building resilience and ensuring sustained commitment among early‐career educators. Crichton's ([<reflink idref="bib16" id="ref95">16</reflink>]) study demonstrated the effectiveness of an identity‐focused community of practice, organised to address challenges faced by novice teachers in resource‐limited urban schools. The intervention significantly enhanced participants' professional identity and sense of agency, empowering them to navigate complex environments and persevere in their roles. While immediate reductions in burnout were not observed, the findings emphasised the critical role of institutional support in aligning novice teachers' professional goals with their realities, ultimately strengthening their resilience and long‐term commitment to the profession.</p> <p>Bridging the divide between research, practice and policy emerges as a critical consideration to enhance the practical impact of these findings. Dissemination strategies must be tailored to address the needs of diverse stakeholders effectively. For teacher educators and school leaders, findings can be communicated through workshops, webinars and education‐centric conferences. Such platforms can stress actionable strategies, such as designing structured mentoring systems, enhancing teacher identity formation and exploring innovative areas like emotional intelligence and technology integration in professional development. A study by Mulaydinov and Solidjonov ([<reflink idref="bib50" id="ref96">50</reflink>]) further underscores the value of such initiatives, reporting that 98% of novice English as a foreign language teachers relied on online search engines for research, while only 72% used academic databases and 42% utilised citation management tools. Workshops targeting these specific gaps could empower teachers to strengthen their digital literacy and contribute more effectively to research and practice.</p> <p>The results underline the necessity of establishing structured and sustainable support frameworks for novice educators. The literature consistently emphasises the need for mentoring and identity‐building as essential components of teacher preparation programmes. Integrating these aspects intentionally within teacher education curricula is vital for equipping new teachers to navigate the complexities of their profession. Moreover, emerging themes, such as the incorporation of technology and emotional intelligence training, offer avenues for innovative professional development strategies. Policymakers and institutions can utilise these findings to implement targeted initiatives that address the specific needs of novice teachers, thereby fostering resilience and long‐term success.</p> <p>A detailed examination of existing mentoring models reveals a persistent gap in their ability to cater to diverse cultural and contextual realities. Successful frameworks in high‐income settings often overlook the limitations faced in low‐resource environments. Adaptive mentoring models that prioritise cultural relevance, systemic feasibility and resource limitations are essential. Initiatives such as mobile mentoring applications and community‐driven support networks represent scalable solutions to mitigate these barriers effectively. In addition, professional development must be aligned with the evolving demands of contemporary classrooms. Areas such as equity, inclusion and technological integration are critical components for equipping novice teachers to manage diverse classroom environments. Professional development programmes should incorporate workshops on digital pedagogy, cross‐cultural competencies and trauma‐sensitive teaching practices to prepare teachers for multifaceted roles.</p> <p>Lastly, ensuring alignment between research findings and practical application requires active collaboration among academia, schools and policy organisations. Partnerships can facilitate the translation of evidence‐based insights into pilot programmes, enabling the testing and refinement of innovative approaches before broader implementation. Disseminating findings through various channels, while ensuring alignment with practitioner and policymaker needs, strengthens the foundation for improved teacher education practices and policies. These efforts contribute to a shared goal of enhancing teaching and learning environments globally.</p> <hd id="AN0187391081-32">Recommendations for future research</hd> <p>Future research should focus on expanding studies' linguistic and disciplinary diversity on novice teachers to achieve a more comprehensive understanding of global perspectives and interdisciplinary approaches. This expansion is crucial, as the current dominance of English‐language publications may overlook valuable insights from non‐English‐speaking regions. Incorporating diverse linguistic and cultural contexts can enrich the understanding of novice teacher experiences and highlight unique challenges and opportunities in different educational systems. In addition, emerging themes such as the impact of technology and emotional intelligence on novice teacher development warrant further exploration. With the increasing integration of digital tools in education, it is vital to understand how these technologies influence novice teachers' instructional practices, professional growth and student engagement.</p> <p>Furthermore, emotional intelligence has been identified as a critical factor in teacher effectiveness, resilience and classroom management (Estaji & Fatalaki, [<reflink idref="bib17" id="ref97">17</reflink>]; Kostić‐Bobanović, [<reflink idref="bib35" id="ref98">35</reflink>]). Future studies should investigate how emotional intelligence training can be integrated into teacher education programmes to better prepare novice teachers for the emotional demands of the profession. Moreover, there is a need for longitudinal studies examining the long‐term effects of mentoring and induction programmes (Burger, [<reflink idref="bib8" id="ref99">8</reflink>]; Kutsyuruba et al., [<reflink idref="bib36" id="ref100">36</reflink>]). While existing research highlights the immediate benefits of these programmes in improving retention and job satisfaction, it is equally important to understand their sustained impact on career progression and professional identity development (Keese et al., [<reflink idref="bib32" id="ref101">32</reflink>]; Smith Washington, [<reflink idref="bib61" id="ref102">61</reflink>]). These studies should also consider the role of policy and systemic factors, such as educational policies, school leadership and resource allocation, in shaping the experiences and outcomes of novice teachers (Cheng & Szeto, [<reflink idref="bib12" id="ref103">12</reflink>]; King & Logan, [<reflink idref="bib33" id="ref104">33</reflink>]). Addressing these areas can provide a more holistic understanding of the factors contributing to novice teachers' success and well‐being, guiding future interventions and policy decisions.</p> <hd id="AN0187391081-33">Limitations and future directions</hd> <p>This study is limited by its reliance on bibliometric data from the Scopus database, which may not capture all relevant publications or perspectives, particularly those from non‐English languages or less prominent academic regions. This limitation can result in a biased view of the global research landscape on novice teachers, as significant contributions from diverse linguistic and cultural contexts might be underrepresented. To address this, the Scopus database was selected owing to its extensive coverage of peer‐reviewed literature across disciplines and document types, including journal articles, book chapters and conference proceedings. This strategy enabled the inclusion of a diverse range of research outputs, minimising the overrepresentation of studies from high‐impact journals or specific academic paradigms. Both empirical and theoretical contributions were included to avoid skewing the dataset toward particular types of research.</p> <p>Language bias was another significant consideration. Although no language restrictions were applied during the search, the dominance of English‐language publications within Scopus resulted in these studies being more prevalent in the dataset. Metadata for non‐English publications indexed in Scopus were thoroughly reviewed, and such studies were included when sufficient details were available. The potential underrepresentation of non‐English research has been explicitly acknowledged as a limitation, accompanied by a recommendation for future studies to incorporate additional databases with greater linguistic diversity.</p> <p>Rigorous data cleaning and harmonisation processes were implemented using tools such as OpenRefine and biblioMagika to ensure the quality and consistency of the dataset. These tools addressed inconsistencies in metadata, including variations in author names and institutional affiliations, thereby ensuring that diverse contributions from various regions were accurately represented. While recognising the inherent limitations of relying on a single database, the measures outlined significantly reduce the impact of potential biases and establish a robust foundation for the findings.</p> <p>Such a narrow focus restricts the comprehensiveness of the findings and may overlook critical insights and trends in other databases. Future research should expand its scope by including a more comprehensive range of sources, such as Web of Science and Google Scholar, to ensure a more inclusive and comprehensive analysis. In addition, incorporating qualitative analyses alongside quantitative methods could provide richer, more nuanced insights into the experiences and challenges faced by novice teachers. While the data for 2024 was collected mid‐year, which may not fully represent the publication trends for the entire year, continuous monitoring of these trends remains crucial. Examining potential shifts in research priorities or external factors influencing scholarly output could offer valuable insights into the evolving landscape of novice teacher research. This exploration would help identify new directions for scholarly inquiry and ensure that future research remains relevant and responsive to the evolving needs of novice teachers and educational practices.</p> <hd id="AN0187391081-34">CONCLUSION</hd> <p>This study offers a comprehensive bibliometric analysis of research on novice teachers, revealing key trends, contributors and themes from 1945 to 2024. The analysis highlights a robust and growing body of literature, with significant contributions from the USA and a predominant focus on English‐language publications. The study identifies critical themes such as teacher identity, mentoring and professional development, which underscore the need for effective support systems to enhance novice teachers' experiences. The findings have several practical implications. For instance, the emphasis on mentoring and induction programmes suggests that educational institutions should prioritise structured support mechanisms to address challenges such as isolation and classroom management difficulties. Case studies of successful programmes, such as e‐mentoring initiatives, demonstrate the potential for scalable and impactful interventions.</p> <p>Emerging themes, including the role of technology and emotional intelligence in teacher development, highlight new opportunities for innovation in teacher education. Integrating digital tools and emotional intelligence training into professional development programmes can better prepare novice teachers for the evolving demands of the classroom. This study also underscores the importance of expanding linguistic and disciplinary diversity in novice teacher research to capture a broader range of perspectives. Future research should focus on longitudinal studies to evaluate the long‐term impacts of support programmes, as well as explore underrepresented contexts and emerging topics such as sustainability and diversity in teaching. By providing these insights, this study contributes to a deeper understanding of the research landscape on novice teachers and offers actionable recommendations to inform policy and practice in teacher education.</p> <hd id="AN0187391081-35">FUNDING INFORMATION</hd> <p>No funding was received for this manuscript.</p> <hd id="AN0187391081-36">CONFLICT OF INTEREST STATEMENT</hd> <p>The author has no conflicts of interest to declare.</p> <hd id="AN0187391081-37">DATA AVAILABILITY STATEMENT</hd> <p>The data that support the findings of this study are available from the corresponding author upon reasonable request.</p> <hd id="AN0187391081-38">ETHICS STATEMENT</hd> <p>As a review of research using publicly available secondary data, this research was exempt from Human Subjects approval.</p> <ref id="AN0187391081-39"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref42" type="bt">1</bibl> <bibtext> Ahmi, A. (2023). OpenRefine: An approachable tool for cleaning and harmonizing bibliographical data. AIP Conference Proceedings, 2827 (1), 020001. https://doi.org/10.1063/5.0164724</bibtext> </blist> <blist> <bibl id="bib2" idref="ref37" type="bt">2</bibl> <bibtext> Ahmi, A. (2024). biblioMagika. https://bibliomagika.com</bibtext> </blist> <blist> <bibl id="bib3" idref="ref39" type="bt">3</bibl> <bibtext> Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R‐tool for comprehensive science mapping analysis. Journal of Informetrics, 11 (4), 959 – 975. https://doi.org/10.1016/j.joi.2017.08.007</bibtext> </blist> <blist> <bibl id="bib4" idref="ref92" type="bt">4</bibl> <bibtext> Bagai, R., & Mane, V. (2023). Designing an AI‐powered mentorship platform for professional development: Opportunities and challenges. International Journal of Computer Trends and Technology, 71 (4), 108 – 114. https://doi.org/10.14445/22312803/IJCTT‐V71I4P114</bibtext> </blist> <blist> <bibl id="bib5" idref="ref15" type="bt">5</bibl> <bibtext> Bertram, C. (2023). A systems approach to understanding novice teachers' experiences and professional learning. Journal of Education (University of KwaZulu‐Natal), 90, 11 – 31. https://doi.org/10.17159/2520‐9868/i90a01</bibtext> </blist> <blist> <bibl id="bib6" idref="ref93" type="bt">6</bibl> <bibtext> Blackburn, S.‐S. L. (2020). E‐mentoring and teacher retention in the Mississippi Delta (Doctoral dissertation). Johns Hopkins University. <ulink href="http://jhir.library.jhu.edu/handle/1774.2/62489">http://jhir.library.jhu.edu/handle/1774.2/62489</ulink></bibtext> </blist> <blist> <bibl id="bib7" idref="ref90" type="bt">7</bibl> <bibtext> Boyle, L. H., Mosley, K. C., & McCarthy, C. J. (2023). New teachers' risk for stress: Associations with mentoring supports. International Journal of Mentoring and Coaching in Education, 12 (1), 95 – 110. https://doi.org/10.1108/IJMCE‐05‐2022‐0037</bibtext> </blist> <blist> <bibl id="bib8" idref="ref52" type="bt">8</bibl> <bibtext> Burger, J. (2024). Constructivist and transmissive mentoring: Effects on teacher self‐efficacy, emotional management, and the role of novices' initial beliefs. Journal of Teacher Education, 75 (1), 107 – 121. https://doi.org/10.1177/00224871231185371</bibtext> </blist> <blist> <bibl id="bib9" idref="ref48" type="bt">9</bibl> <bibtext> Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high‐needs areas. Teaching and Teacher Education, 26 (3), 622 – 629. https://doi.org/10.1016/j.tate.2009.09.010</bibtext> </blist> <blist> <bibtext> Chakravarti, S. (2023). Innovations in teacher development, personalized learning, and upskilling the workforce. IGI Global. https://doi.org/10.4018/978‐1‐6684‐5518‐0</bibtext> </blist> <blist> <bibtext> Chen, M., Zhang, W., & Zheng, Q. (2023). Academic literacy development and professional identity construction in non‐native English‐speaking novice English language teachers. Frontiers in Psychology, 14 (1), 190312. https://doi.org/10.3389/fpsyg.2023.1190312</bibtext> </blist> <blist> <bibtext> Cheng, A. Y. N., & Szeto, E. (2016). Teacher leadership development and principal facilitation: Novice teachers' perspectives. Teaching and Teacher Education, 58, 140 – 148. https://doi.org/10.1016/j.tate.2016.05.003</bibtext> </blist> <blist> <bibtext> Clotfelter, C. T., Ladd, H. F., & Vigdor, J. (2005). Who teaches whom? Race and the distribution of novice teachers. Economics of Education Review, 24 (4), 377 – 392. https://doi.org/10.1016/j.econedurev.2004.06.008</bibtext> </blist> <blist> <bibtext> Cochran‐Smith, M. (2005). The new teacher education: For better or for worse? Educational Researcher, 34 (7), 3 – 17. https://doi.org/10.3102/0013189X034007003</bibtext> </blist> <blist> <bibtext> Collie, R. J. (2023). Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93 (3), 712 – 726. https://doi.org/10.1111/bjep.12587</bibtext> </blist> <blist> <bibtext> Crichton, L. (2022). In it for the long run: The role of identity‐based tension in novice urban teachers' professional longevity (Doctoral dissertation, Johns Hopkins University). ProQuest Dissertations Publishing.</bibtext> </blist> <blist> <bibtext> Estaji, M., & Fatalaki, J. A. (2022). Teacher educators' perceptions of critical incidents in teaching practice: The case of novice EFL teachers. East European Journal of Psycholinguistics, 9 (1), 30 – 47. https://doi.org/10.29038/eejpl.2022.9.1.est</bibtext> </blist> <blist> <bibtext> Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25 (6), 814 – 825. https://doi.org/10.1016/j.tate.2009.02.021</bibtext> </blist> <blist> <bibtext> Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multi‐perspective study. Teaching and Teacher Education, 22 (2), 219 – 232.</bibtext> </blist> <blist> <bibtext> Fontein, P., Kieruj, N., den Uijl, M., de Vos, K., van der Boom, E., & Vrielink, S. (2016). Loopbaanmonitor onderwijs [ Career monitor in the education sector ]. Centerdata.</bibtext> </blist> <blist> <bibtext> Fruytier, B., Goorhuis, L., & Montessori, N. (2013). Project aantrekkelijke scholen Deelproject 1: Verbetering inductiefase beginnende leraren [ Project attractive schools, part 1: Improvement of teacher induction ]. University of Applied Sciences.</bibtext> </blist> <blist> <bibtext> Han, X. (2023). Associations between the helpfulness of teacher induction programs, teacher self‐efficacy, and anticipated first‐year teacher retention. Frontiers in Psychology, 14 (1), 1088111. https://doi.org/10.3389/fpsyg.2023.1088111</bibtext> </blist> <blist> <bibtext> Hằng, N. V. T., Hằng, N. T., & Liên, N. T. (2022). Classroom management competence of novice teachers in Vietnam. Cogent Education, 9 (1), 2 – 124042. https://doi.org/10.1080/2331186X.2022.2124042</bibtext> </blist> <blist> <bibtext> Helms‐Lorenz, M. (2014). Factsheet uitstroom van beginnende leraren [ Factsheet attrition amongst beginning teachers ]. The Hague: Ministry of Education, Culture and Science/DUO. https://<ulink href="http://www.voion.nl/downloads/ae58a97f‐c569‐4ebd‐9344‐29539f80284b">www.voion.nl/downloads/ae58a97f‐c569‐4ebd‐9344‐29539f80284b</ulink></bibtext> </blist> <blist> <bibtext> Hidayati, D., Kurniawan, A., & Asakir, I. (2023). The effect of teacher well‐being, teacher competency, and teacher commitment to improving school quality. Tadbir: Jurnal Studi Manajemen Pendidikan, 7 (1), 103 – 122. https://doi.org/10.29240/jsmp.v7i1.5595</bibtext> </blist> <blist> <bibtext> Hirsch, S. E., Randall, K., Bradshaw, C., & Lloyd, J. W. (2021). Professional learning and development in classroom management for novice teachers: A systematic review. Education and Treatment of Children, 44 (4), 291 – 307. https://doi.org/10.1007/s43494‐021‐00042‐6</bibtext> </blist> <blist> <bibtext> Huang, X., Lam, S. M., Wang, C., & Xu, P. (2023). Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement, and instructional quality. British Journal of Educational Psychology, 93 (3), 658 – 675. https://doi.org/10.1111/bjep.12583</bibtext> </blist> <blist> <bibtext> Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38 (3), 499 – 534. https://doi.org/10.3102/00028312038003499</bibtext> </blist> <blist> <bibtext> Jin, X., Li, T., Meirink, J., van der Want, A., & Admiraal, W. (2019). Learning from novice–expert interaction in teachers' continuing professional development. Professional Development in Education, 47 (5), 745 – 762. https://doi.org/10.1080/19415257.2019.1651752</bibtext> </blist> <blist> <bibtext> Jin, X., Tigelaar, D., van der Want, A., & Admiraal, W. (2022). Novice teachers' appraisal of expert feedback in a teacher professional development programme in Chinese vocational education. Teaching and Teacher Education, 112, 103652. https://doi.org/10.1016/j.tate.2022.103652</bibtext> </blist> <blist> <bibtext> Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a "sense of success": New teachers explain their career decisions. American Educational Research Journal, 40 (3), 581 – 617. https://doi.org/10.3102/00028312040003581</bibtext> </blist> <blist> <bibtext> Keese, J., Waxman, H., Asadi, L., & Graham, M. (2022). Retention intention: Modeling the relationships between structures of preparation and support and novice teacher decisions to stay. Teaching and Teacher Education, 110, 103 – 594. https://doi.org/10.1016/j.tate.2021.103594</bibtext> </blist> <blist> <bibtext> King, F., & Logan, A. (2022). Leadership for inclusion and special education: Novice teachers walking the walk. Research in Educational Administration and Leadership, 7 (1), 132 – 160. https://doi.org/10.30828/real.967318</bibtext> </blist> <blist> <bibtext> Kirby, A. (2023). Exploratory bibliometrics: Using VOSviewer as a preliminary research tool. Publications, 11 (1), 10. https://doi.org/10.3390/publications11010010</bibtext> </blist> <blist> <bibtext> Kostić‐Bobanović, M. (2020). Perceived emotional intelligence and self‐efficacy among novice and experienced foreign language teachers. Economic Research, 33 (1), 1200 – 1213. https://doi.org/10.1080/1331677X.2019.1710232</bibtext> </blist> <blist> <bibtext> Kutsyuruba, B., Godden, L., & Bosica, J. (2019). The impact of mentoring on Canadian early career teachers' well‐being. International Journal of Mentoring and Coaching in Education, 8 (4), 285 – 309. https://doi.org/10.1108/IJMCE‐02‐2019‐0035</bibtext> </blist> <blist> <bibtext> Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64 (3), 226 – 243. https://doi.org/10.1177/0022487112473837</bibtext> </blist> <blist> <bibtext> Larsen, E., & Allen, J. M. (2023). Circumventing erosion of professional learner identity development among beginning teachers. Teaching Education, 34 (1), 78 – 94. https://doi.org/10.1080/10476210.2021.2011193</bibtext> </blist> <blist> <bibtext> Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60 (2), 142 – 154. https://doi.org/10.1177/0022487108330245</bibtext> </blist> <blist> <bibtext> Li, B., Li, Z., & Fu, M. (2022). Understanding beginning teachers' professional identity changes through job demands‐resources theory. Acta Psychologica, 230, 103760. https://doi.org/10.1016/j.actpsy.2022.103760</bibtext> </blist> <blist> <bibtext> Li, Y., Cai, Y., & Tang, R. (2023). Linking instructional leadership and school support to teacher expertise: The mediating effect of teachers' professional development agency. Sustainability, 15 (4), 3440. https://doi.org/10.3390/su15043440</bibtext> </blist> <blist> <bibtext> Manley, H., Tu, E. N., Reardon, T., & Creswell, C. (2023). The relationship between teachers' day‐to‐day classroom management practices and anxiety in primary school children: A systematic review. Review of Education, 11 (1), e3385. https://doi.org/10.1002/rev3.3385</bibtext> </blist> <blist> <bibtext> Mansell, K. E. (2024). Does science teacher certification matter? A closer look at first‐year science teacher impacts on student outcomes in Texas. Review of Education, 12 (1), e3461. https://doi.org/10.1002/rev3.3461</bibtext> </blist> <blist> <bibtext> McInerney, D. M., Ganotice, F. A., King, R. B., Marsh, H. W., & Morin, A. J. S. (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education, 52, 11 – 23. https://doi.org/10.1016/j.tate.2015.08.004</bibtext> </blist> <blist> <bibtext> Mhlaba, R. E., & Rankhumise, M. P. (2022). Mentoring novice natural science teachers: A case study in the Gauteng province. South African Journal of Education, 42 (1), 1 – 13. https://doi.org/10.15700/SAJE.V42N1A2003</bibtext> </blist> <blist> <bibtext> Miller, J. M., & Youngs, P. (2021). Person‐organization fit and first‐year teacher retention in the United States. Teaching and Teacher Education, 97, 103226. https://doi.org/10.1016/j.tate.2020.103226</bibtext> </blist> <blist> <bibtext> Miri, M., Dastjerdi, R., Younesi, M. R. A., & Pakdaman, M. (2023). The effectiveness of spiritual competence training on the psychological well‐being of preschool teachers. Health Technology Assessment in Action, 6 (2), 12203. https://doi.org/10.18502/htaa.v6i2.12203</bibtext> </blist> <blist> <bibtext> Moody Maestranzi, A., Bolgatz, J., Brown, N., & Jackson, M. (2021). Exploring tensions: A self‐study of a teacher educator's white fragility in mentoring novice teachers. Studying Teacher Education, 18 (1), 40 – 60. https://doi.org/10.1080/17425964.2021.1969227</bibtext> </blist> <blist> <bibtext> Moorhouse, B. L., & Wong, K. M. (2021). The COVID‐19 pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers' perspectives. Asia Pacific Journal of Education, 42 (sup1), 105 – 120. https://doi.org/10.1080/02188791.2021.1988511</bibtext> </blist> <blist> <bibtext> Mulaydinov, F., & Solidjonov, D. (2024). The digital literacy practices of a novice English as a foreign language teacher when writing research articles for publication. Kokand University Research Base, 376 – 382.</bibtext> </blist> <blist> <bibtext> Ngan, D. T. N., Hercz, M., & Thong, N. V. (2021). Teachers' professional knowledge and their professional identity: Do they relate or not? International journal of Childhood Education, 2 (4), 17 – 31. https://doi.org/10.33422/ijce.v2i4.93</bibtext> </blist> <blist> <bibtext> Nuraini, I., & Jazil, T. (2023). A biblioshiny application using R on zakat index. Islamic economics Methodology, 2 (1), 163. https://doi.org/10.58968/iem.v2i1.163</bibtext> </blist> <blist> <bibtext> Ping, W. (2022). Revisiting English as a foreign language teachers' professional identity and commitment in social media‐focused professional development. Frontiers in Psychology, 13, 992038. https://doi.org/10.3389/fpsyg.2022.992038</bibtext> </blist> <blist> <bibtext> Pischetola, M. (2022). Teaching novice teachers to enhance learning in the hybrid university. Postdigital Science and Education, 4 (1), 70 – 92. https://doi.org/10.1007/s42438‐021‐00257‐1</bibtext> </blist> <blist> <bibtext> Punj, N., Ahmi, A., Tanwar, A., & Rahim, S. A. (2023). Mapping the field of green manufacturing: A bibliometric review of the literature and research frontiers. Journal of Cleaner Production, 423 (138729), 1 – 20. https://doi.org/10.1016/j.jclepro.2023.138729</bibtext> </blist> <blist> <bibtext> Robertson‐Kraft, C., & Duckworth, A. L. (2014). True grit: Trait‐level perseverance and passion for long‐term goals predict effectiveness and retention among novice teachers. Teachers College Record, 116 (3), 1 – 27. https://doi.org/10.1177/016146811411600306</bibtext> </blist> <blist> <bibtext> Rouf, M. A. (2022). EL teachers' induction phase in Bangladesh: Practices, challenges, and expectations. Journal of NELTA, 27 (1–2), 141 – 160. https://doi.org/10.3126/nelta.v27i1‐2.53200</bibtext> </blist> <blist> <bibtext> Saleem, A., & Qureshi, N. M. Y. (2021). Strategies and challenges of novice public‐school teachers related to classroom management at the elementary level in Lahore. Pakistan Social Sciences Review, 5 (4), 258 – 271. https://doi.org/10.35484/pssr.2021(5‐IV)20</bibtext> </blist> <blist> <bibtext> Sali, P., & Kecik, I. (2018). Challenges of first years of teaching in Turkey: Voices of novice EFL teachers. English Language Teaching, 11 (4), 117 – 131. https://doi.org/10.5539/elt.v11n4p117</bibtext> </blist> <blist> <bibtext> Shank, M. K. (2023). Novice teachers' training and support needs in evidence‐based classroom management. Preventing School Failure: Alternative Education for Children and Youth, 67 (4), 197 – 208. https://doi.org/10.1080/1045988X.2023.2195361</bibtext> </blist> <blist> <bibtext> Smith Washington, V. (2024). A case study: A novice teacher's mentoring experiences the first year and beyond. Education and Urban Society, 56 (3), 309 – 344. https://doi.org/10.1177/00131245221121664</bibtext> </blist> <blist> <bibtext> Su, Y. (2023). Delving into EFL teachers' digital literacy and professional identity in the pandemic era: Technological pedagogical content knowledge (TPACK) framework. Heliyon, 9 (6), e16738. https://doi.org/10.1016/j.heliyon.2023.e16361</bibtext> </blist> <blist> <bibtext> Suparno, S., Firstianto, A., Nurjanah, S., Disman, D., & Widhiastuti, R. (2023). Student creativity development: The role of teacher innovation and intrapreneurial school culture. Humanities and Social Sciences Letters, 11 (1), 47 – 58. https://doi.org/10.18488/73.v11i1.3246</bibtext> </blist> <blist> <bibtext> Tahir, L., Thakib, M. T. M., Hamzah, M. H., Said, M. N. H. M., & Musah, M. B. (2017). Novice head teachers' isolation and loneliness experiences: A mixed‐methods study. Educational Management Administration & Leadership, 45 (1), 164 – 189. https://doi.org/10.1177/1741143215587302</bibtext> </blist> <blist> <bibtext> Thomas, L., & Beauchamp, C. (2011). Understanding new teachers' professional identities through metaphor. Teaching and Teacher Education, 27 (4), 762 – 769. https://doi.org/10.1016/j.tate.2010.12.007</bibtext> </blist> <blist> <bibtext> Tveitnes, M. S., & Hvalby, M. (2023). Mentoring novice teachers in a Norwegian context of inclusive education. Teachers and Teaching, 30 (1), 71 – 84. https://doi.org/10.1080/13540602.2023.2225442</bibtext> </blist> <blist> <bibtext> van der Grift, W., & Helms‐Lorenz, M. (2013). Waarom verlaten zoveel beginnende leraren de school waar ze hun carrière begonnen? [Why do so many beginning teachers leave the school where they stated their career?] Van Twaalf tot Achtien, 1, 12 – 15.</bibtext> </blist> <blist> <bibtext> van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84 (2), 523 – 538. https://doi.org/10.1007/s11192‐009‐0146‐3</bibtext> </blist> <blist> <bibtext> Visser, M., van Eck, N. J., & Waltman, L. (2021). Large‐scale comparison of bibliographic data sources: Scopus, web of science, dimensions, crossref, and microsoft academic. Quantitative Science Studies, 2 (1), 20 – 41. https://doi.org/10.1162/qss_a_00112</bibtext> </blist> <blist> <bibtext> Weinberg, A. E., Balgopal, M. M., & Sample McMeeking, L. B. (2021). Professional growth and identity development of STEM teacher educators in a community of practice. International Journal of Science and Mathematics Education, 19 (1), 99 – 120. https://doi.org/10.1007/s10763‐020‐10148‐9</bibtext> </blist> <blist> <bibtext> Westerlund, R., & Eliasson, I. (2021). 'I am finding my path': A case study of Swedish novice physical education teachers' experiences when managing the realities and challenges of their first years in the profession. European Physical Education Review, 28 (2), 303 – 321. https://doi.org/10.1177/1356336X211040502</bibtext> </blist> <blist> <bibtext> Xu, N., Chen, P., Lang, R., Kong, L. L., & Qu, H. Y. (2021). The effect of Chinese special education teachers' competence on their occupational well‐being: The mediating effect of resilience. International Journal of Disability, Development and Education, 70 (6), 1206 – 1221. https://doi.org/10.1080/1034912X.2021.1975263</bibtext> </blist> <blist> <bibtext> Yamkasikorn, M. (2021). STEM education and innovation for teacher development: New challenges toward Thai education quality. Asia Research Network Journal of Education, 1 (1), 32 – 42.</bibtext> </blist> <blist> <bibtext> Yildirim, A., Stjernkvist, M. P., Hilden, R., Fröjdendahl, B., & Oscarson, A. D. (2024). Developing summative assessment literacy: Novice language teachers' perceptions in Sweden and Finland. Review of Education, 12 (2), e3487. https://doi.org/10.1002/rev3.3487</bibtext> </blist> <blist> <bibtext> Zavelevsky, E., Benoliel, P., & Shapira‐Lishchinsky, O. (2022). Retaining novice teachers: The meaning and measure of ecological school culture construct. Teaching and Teacher Education, 117, 103783. https://doi.org/10.1016/j.tate.2022.103783</bibtext> </blist> <blist> <bibtext> Zhang, S., & Zhou, A. (2023). The construction and practice of a TPACK development training model for novice university teachers. Sustainability, 15 (15), 11816. https://doi.org/10.3390/su151511816</bibtext> </blist> <blist> <bibtext> Zhang, W., He, E., Mao, Y., Pang, S., & Tian, J. (2023). How teacher social–emotional competence affects job burnout: The chain mediation role of teacher‐student relationship and well‐being. Sustainability, 15 (3), 2061. https://doi.org/10.3390/su15032061</bibtext> </blist> <blist> <bibtext> Zhou, X., Zhou, M., Huang, D., & Cui, L. (2022). A probabilistic model for co‐occurrence analysis in bibliometrics. Journal of Biomedical Informatics, 128, 104047. https://doi.org/10.1016/j.jbi.2022.104047</bibtext> </blist> </ref> <aug> <p>By Beranda Ping Jin Yii; Mohd Muslim Md Zalli; Aidi Ahmi; Hui Haw Law; Abderrahim Benlahcene; Mohd Ridhuan Mohd Jamil and Wei Boon Quah</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib42" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib43" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib74" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib32" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib46" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib75" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib23" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib58" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib64" firstref="ref9"></nolink> <nolink nlid="nl10" bibid="bib71" firstref="ref10"></nolink> <nolink nlid="nl11" bibid="bib57" firstref="ref11"></nolink> <nolink nlid="nl12" bibid="bib60" firstref="ref12"></nolink> <nolink nlid="nl13" bibid="bib19" firstref="ref13"></nolink> <nolink nlid="nl14" bibid="bib14" firstref="ref14"></nolink> <nolink nlid="nl15" bibid="bib30" firstref="ref16"></nolink> <nolink nlid="nl16" bibid="bib28" firstref="ref17"></nolink> <nolink nlid="nl17" bibid="bib24" firstref="ref18"></nolink> <nolink nlid="nl18" bibid="bib67" firstref="ref19"></nolink> <nolink nlid="nl19" bibid="bib44" firstref="ref20"></nolink> <nolink nlid="nl20" bibid="bib31" firstref="ref21"></nolink> <nolink nlid="nl21" bibid="bib59" firstref="ref22"></nolink> <nolink nlid="nl22" bibid="bib21" firstref="ref23"></nolink> <nolink nlid="nl23" bibid="bib36" firstref="ref25"></nolink> <nolink nlid="nl24" bibid="bib18" firstref="ref26"></nolink> <nolink nlid="nl25" bibid="bib20" firstref="ref27"></nolink> <nolink nlid="nl26" bibid="bib39" firstref="ref28"></nolink> <nolink nlid="nl27" bibid="bib37" firstref="ref29"></nolink> <nolink nlid="nl28" bibid="bib26" firstref="ref32"></nolink> <nolink nlid="nl29" bibid="bib69" firstref="ref36"></nolink> <nolink nlid="nl30" bibid="bib68" firstref="ref38"></nolink> <nolink nlid="nl31" bibid="bib34" firstref="ref40"></nolink> <nolink nlid="nl32" bibid="bib52" firstref="ref41"></nolink> <nolink nlid="nl33" bibid="bib81" firstref="ref43"></nolink> <nolink nlid="nl34" bibid="bib51" firstref="ref44"></nolink> <nolink nlid="nl35" bibid="bib13" firstref="ref46"></nolink> <nolink nlid="nl36" bibid="bib11" firstref="ref47"></nolink> <nolink nlid="nl37" bibid="bib117" firstref="ref53"></nolink> <nolink nlid="nl38" bibid="bib82" firstref="ref54"></nolink> <nolink nlid="nl39" bibid="bib55" firstref="ref55"></nolink> <nolink nlid="nl40" bibid="bib10" firstref="ref58"></nolink> <nolink nlid="nl41" bibid="bib78" firstref="ref62"></nolink> <nolink nlid="nl42" bibid="bib29" firstref="ref63"></nolink> <nolink nlid="nl43" bibid="bib54" firstref="ref64"></nolink> <nolink nlid="nl44" bibid="bib76" firstref="ref65"></nolink> <nolink nlid="nl45" bibid="bib25" firstref="ref66"></nolink> <nolink nlid="nl46" bibid="bib47" firstref="ref67"></nolink> <nolink nlid="nl47" bibid="bib72" firstref="ref68"></nolink> <nolink nlid="nl48" bibid="bib77" firstref="ref69"></nolink> <nolink nlid="nl49" bibid="bib53" firstref="ref71"></nolink> <nolink nlid="nl50" bibid="bib62" firstref="ref72"></nolink> <nolink nlid="nl51" bibid="bib15" firstref="ref73"></nolink> <nolink nlid="nl52" bibid="bib27" firstref="ref74"></nolink> <nolink nlid="nl53" bibid="bib41" firstref="ref75"></nolink> <nolink nlid="nl54" bibid="bib38" firstref="ref77"></nolink> <nolink nlid="nl55" bibid="bib40" firstref="ref78"></nolink> <nolink nlid="nl56" bibid="bib70" firstref="ref79"></nolink> <nolink nlid="nl57" bibid="bib45" firstref="ref80"></nolink> <nolink nlid="nl58" bibid="bib48" firstref="ref81"></nolink> <nolink nlid="nl59" bibid="bib66" firstref="ref82"></nolink> <nolink nlid="nl60" bibid="bib49" firstref="ref84"></nolink> <nolink nlid="nl61" bibid="bib63" firstref="ref85"></nolink> <nolink nlid="nl62" bibid="bib73" firstref="ref86"></nolink> <nolink nlid="nl63" bibid="bib22" firstref="ref94"></nolink> <nolink nlid="nl64" bibid="bib16" firstref="ref95"></nolink> <nolink nlid="nl65" bibid="bib50" firstref="ref96"></nolink> <nolink nlid="nl66" bibid="bib17" firstref="ref97"></nolink> <nolink nlid="nl67" bibid="bib35" firstref="ref98"></nolink> <nolink nlid="nl68" bibid="bib61" firstref="ref102"></nolink> <nolink nlid="nl69" bibid="bib12" firstref="ref103"></nolink> <nolink nlid="nl70" bibid="bib33" firstref="ref104"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1480448
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: From Classroom Challenges to Scholarly Insights: A Bibliometric Analysis of Novice Teacher Research
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Beranda+Ping+Jin+Yii%22">Beranda Ping Jin Yii</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9791-1541">0009-0005-9791-1541</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohd+Muslim+Md+Zalli%22">Mohd Muslim Md Zalli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0908-686X">0000-0003-0908-686X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aidi+Ahmi%22">Aidi Ahmi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8488-6966">0000-0002-8488-6966</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hui+Haw+Law%22">Hui Haw Law</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8395-0631">0000-0001-8395-0631</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abderrahim+Benlahcene%22">Abderrahim Benlahcene</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5440-7525">0000-0001-5440-7525</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohd+Ridhuan+Mohd+Jamil%22">Mohd Ridhuan Mohd Jamil</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1330-3751">0000-0002-1330-3751</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wei+Boon+Quah%22">Wei Boon Quah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7138-5900">0000-0002-7138-5900</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Educational+Research+Journal%22"><i>British Educational Research Journal</i></searchLink>. 2025 51(4):1735-1766.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 32
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Publications%22">Publications</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/berj.4153
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-1926<br />1469-3518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study provides a comprehensive bibliometric analysis of research on novice teachers, drawing from the metadata of 1032 publications indexed in the Scopus database. It explores publication trends, key contributors and prevailing research themes from 1945 to 2024, offering insights to inform and enhance support systems for novice teachers. Data were analysed using tools such as Microsoft Excel, biblioMagika, OpenRefine, VOSviewer and Biblioshiny to evaluate publication metrics, collaboration patterns and thematic trends. The analysis reveals a steady publication growth over time, with the USA emerging as the most productive country, supported by key institutions such as the University of California and Harvard University. "Teaching and Teacher Education" is identified as the most influential journal in this field. Most of the novice teacher publications were written in English (94.86%) and focused on the fields of social sciences. Dominant themes include teacher development, professional practices, mentoring and identity formation. While relying on Scopus data, this study highlights the need to incorporate additional databases in future research to understand the evolving landscape comprehensively. By addressing literature gaps and emphasising emerging topics, this study contributes valuable insights to novice teacher research, offering implications for policy and practice in teacher education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1480448
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1480448
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/berj.4153
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 1735
    Subjects:
      – SubjectFull: Bibliometrics
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Publications
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Teacher Education
        Type: general
    Titles:
      – TitleFull: From Classroom Challenges to Scholarly Insights: A Bibliometric Analysis of Novice Teacher Research
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Beranda Ping Jin Yii
      – PersonEntity:
          Name:
            NameFull: Mohd Muslim Md Zalli
      – PersonEntity:
          Name:
            NameFull: Aidi Ahmi
      – PersonEntity:
          Name:
            NameFull: Hui Haw Law
      – PersonEntity:
          Name:
            NameFull: Abderrahim Benlahcene
      – PersonEntity:
          Name:
            NameFull: Mohd Ridhuan Mohd Jamil
      – PersonEntity:
          Name:
            NameFull: Wei Boon Quah
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0141-1926
            – Type: issn-electronic
              Value: 1469-3518
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Educational Research Journal
              Type: main
ResultId 1