CONTINUING PROFESSIONAL DEVELOPMENT FOR NOVICE TEACHERS: A RESEARCH TRENDS
DOI:
https://doi.org/10.35631/IJEPC.1165007Keywords:
Beginner Teacher, Continuing Professional Development, New, NoviceAbstract
Continuing Professional Development (CPD) is an important strand of research in supporting novice teachers as they move from initial teacher preparation to the more complex professional world; yet the conceptual frameworks, research output, and the collaborative nature of this research field are not sufficiently synthesized. This study thus chose to carry out a bibliometric analysis to draw a map of the development and knowledge structure of research on CPD for novice teachers. A search strategy was developed using two key concepts: “Continuing Professional Development” and “Novice Teachers,” and bibliographic data were collected from the Scopus database. After the data screening and refinement, 431 records were kept for data analysis. The publication trend, top countries, top sources, and citation behavior were analyzed using Scopus Analyzer, and OpenRefine was used for cleaning and standardization of bibliographic metadata. Co-occurrence and co-authorship networks were then created and visualized using VOSviewer. The results reveal that there was a significant rise in the number of publications over the years, with the highest number of publications being 53 in 2024 (12.30%), followed by 52 (12.06%) in 2025. The United Kingdom was the top country in terms of publications, with 67 publications (15.55%), followed by the United States, which had a significant influence on citations. The keywords co-occurrence analysis revealed “continuous professional development” as the keyword with the highest number of appearances (170) and Total Link Strength (TLS: 169), which means that the keyword has a key role in the conceptual network. The publication with the most citations had 190, indicating the impact of coaching approaches to professional learning. In general, the results suggest that research on CPD for novice teachers has become more and more multidisciplinary and international. The study offers a unified view of the research path followed and highlight’s themes and influential research and collaboration networks that can guide future research, policymaking, and professional learning activities for novice teachers.
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