School administrators are expected to undertake a variety of roles and responsibilities with regard to facilitating the ongoing professional development of teachers in their schools. Administering formal or informal mentoring initiatives is a typical strategy employed for supporting early career teachers [ECTs] as they adjust to school culture,…

There is a growing awareness that novice teachers in particular are in need of support and additional professional learning and development (PLD), especially in the area of classroom management. Yet there is limited information regarding effective approaches for building novice teachers' skills related to classroom management. To address this gap,…

Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring…

This qualitative systematic review synthesizes the challenges and recommendations for novice English as a foreign language (EFL) teachers in the Turkish context. To this end, this study reviewed the studies which investigated the challenges encountered by novice EFL teachers and the recommendations for dealing with these challenges. Empirical…

There have been a number of narrative reviews that focus on the relationship of school administrators and the teachers at their school sites. This systematic review evaluates a select group of research articles published between the years 2000 and 2019. The main questions for this review ask: (a) what does recent literature tell us about the…

This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation…

As test-based accountability gains more popularity worldwide, concern has been growing that it reduces and confines teacher learning and professionalism to exam-oriented teaching. Given novice teachers' vulnerability and the likelihood that accountability regimes will affect them significantly, this review examines 12 studies focusing on novice…

As teacher shortages continue in countries worldwide, international teachers may be recruited from other countries to help fill critical teacher vacancies, particularly in high-need subject areas such as mathematics and science. International teachers are a unique group who have specific needs, which could be addressed through school…

Although a lot is known about teacher development by means of formal learning activities, research on teachers' everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes. In…

This article presents the results of a review of current empirical research of effective practices in teacher mentoring. Compiling literature published since 2000 in peer-reviewed journals, we examine arguments for mentoring practices to improve teacher candidate and novice teacher experiences and skills. The emergent "effective"…

Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

In reviewing what lecturers found valuable for their professional development, it has been argued that "professional reading" of both higher education research and literature in their disciplines is a major theme for individual enhancement. Despite the increased interest in the writing practices of students and staff in higher education, however,…

The article suggests that though narrative inquiry as a research methodology entails free conversations and personal stories, yet it should not be totally free and fictional as it has to conform to some recognized standards used for conducting educational research. Hence, a qualitative study conducted by Russ (1999) was explored as an exemplar…

The research literature shows mentoring programs for beginning teachers to be highly complex and situational. Despite potential advantages for both mentor and novice teacher, the effective widespread use of mentoring in beginning teacher induction is limited by problematic issues related to the lack of definition of mentoring, mentor training, and…

This paper reviews the research literature on new teacher mentoring, focusing on issues of definition, why teachers quit, and the effects of mentoring on retention. Conclusions call for more scientific studies on the relationship between mentoring and retention, more research on the relation between mentoring and other educational outcomes, and a…