RESEARCH TRENDS IN PROFESSIONAL DEVELOPMENT FOR NOVICE TEACHERS: A BIBLIOMETRIC INSIGHT
DOI:
https://doi.org/10.35631/IJEPC.1165003Keywords:
Bibliometric Analysis, Education, Novice Teachers, Professional DevelopmentAbstract
Professional development plays a pivotal role in strengthening novice teachers' professional competence, instructional effectiveness, and long-term career sustainability. Despite the growing body of literature, a comprehensive understanding of the intellectual landscape, research evolution, and emerging trends in this field remains limited. This study aims to map the research trends in professional development for novice teachers through a bibliometric analysis of scholarly publications indexed in the Scopus database. Data were retrieved using an advanced search strategy based on the keywords "professional development" and "novice teachers". Following a rigorous screening process, 222 peer-reviewed journal articles published between 2022 and August 2026 were selected for analysis. The dataset was analysed using Scopus Analyzer for publication and citation performance, OpenRefine for data cleaning and standardisation, and VOSviewer (version 1.6.20) for network visualisation, including keyword co-occurrence and country co-authorship analyses. The findings indicate a steady increase in publication output, with the United States emerging as the most productive country, while Germany recorded the highest citation impact. Keyword analysis identified professional development, novice teachers, teacher education, induction, and mentoring as dominant research themes, whereas co-authorship analysis revealed expanding international collaboration. These findings provide a comprehensive overview of the field, identify emerging research directions, and offer valuable insights for researchers, educators, and policymakers seeking to strengthen evidence-based professional development initiatives for novice teachers.
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