107 
 

Eliza Mihaela Spătărelu 
Adventus University 

eliza.spatarelu@uadventus.ro 
 

 

BEGINNER TEACHERS IN THE 
RECENT RESEARCH: A REVIEW OF 

LITERATURE 
 
 

Keywords 
Beginner teacher, induction programs, initial training, tenure 

exam, teacher mentoring  
_______________________________________________ 

Abstract 
 

This article aims to analyse recent research dealing with 
beginning teachers. For this purpose, 26 articles were selected. 
These articles investigate the issue of mentoring, specific 
experiences, the induction process and initial teacher training. Each 
of them was analysed in turn, trying to highlight the common 
elements and the original elements. Tables was used to summarize 
very clearly the basic structural elements or to highlight certain 
developments in the analysis of the identified phenomena.  

Following the synthesis of the most important information, it 
could be seen that most countries use a form of testing of those 
who start teaching. The results obtained at these tenure exams 
vary depending on the level of education, environment of residence 
and area of origin. These examinations are followed by the 
adaptation period when professional identity is established and 
many beginning teachers face important challenges. 



108 
 

Many countries have mentoring programs that help teachers 
in the accommodation process. Mentors need to be trained in order 
to provide a comfortable working space for beginners. Mentoring 
is useful for preventing beginner teacher turnover, increasing job 
satisfaction and improving students' learning outcomes.  

_______________________________________________ 
 

1. Introduction 
 

The issue of beginning teachers is important in the context of 
the concern for training a generation of quality teachers. The 
challenges of the first years of teaching leave their mark on the 
entire teaching career. In the first years of teaching, support, help, 
understanding and advice are needed. Sometimes the difficulties 
encountered can be so strong that the teacher is forced to abandon 
this profession.  

The main purpose of this article is the analysis of research in 
recent years that deals with the subject of young teachers. For this, 
26 articles of various types were selected. The examination will 
include both analytical and synthetic elements to create the most 
complete image possible. 

The main areas covered by the latest research in the field are: 
mentoring (Hobson, & Malderez, 2013; McIntyre, & Hobson, 2016; 
Smit, & du Toit, 2016; Lavry, 2017; Vikaraman, Mansor, & Hamzah, 
2017), specific experiences (LePage, Courey, Fearn, & Cook, 2010; 
White, 2011; Joseph, 2011; Wiegerova, & Lampertova, 2012), 
induction process (Hobson, Ashby, McIntyre, & Malderez, 2010; 
Spătărelu, 2015a; Spătărelu, 2015b; Rahmat, 2016; Spătărelu, 
2019a; Kiru, 2020), tools used (Joseph, 2011; White, 2011; 
Wiegerova, & Lampertova, 2012; Hobson, & Malderez, 2013; 
Marsh, & Mitchell 2014), intial training (Lavry, 2017; Amorim, & 
Silva Fernandes, 2018, Spătărelu, 2019a), recommendations (Le 
Page, Courey, Fearn, & Benson, 2010; Spătărelu, 2019a), Tenure 



109 
 

exam (Spătărelu 2015b, Spătărelu 2019a, Kiru 2020), international 
comparisons (Hobson, Ashby, Mcintyre, Malderez, 2010; 
Spătărelu, 2015a; Spătărelu 2020), national or zonal analyses 
(O’Brien, 2009; Joseph, 2011; Spătărelu 2015b; Kiru, 2020), 
characteristics of the teachers (Duta, Tomoaica, Panisoara, 2015; 
Spătărelu, 2019a).  

Each theme will be analysed in turn, trying to highlight the 
common elements and the original elements. Tables will be used 
to summarize very clearly the basic structural elements or to 
highlight certain developments in the analysis of the identified 
phenomena. The articles will be analysed in order of their 
relevance and visibility. 

 
2. Mentoring and beginner teachers 

 
One of the most common citations in this field is the article 

written by Hobson and Malderez (2013). The purpose of their 
research is to identify the causes that prevent the mentoring 
activity from achieving its objectives. As a research method is used 
the interview is applied to beginning teachers in primary and 
secondary education. The results indicate that mentoring in 
England has some problems in the area of the relationship 
between mentor and beginner, against the background of a certain 
national legislative context. As a general idea, it is necessary to 
reach a consensus on the meaning and purpose of the mentor and 
to provide appropriate training for this role. As an original element, 
the article identifies the practice of criticism or judgment as an 
obstacle in making the connection between mentor and beginner. 

The second article under consideration maintains the focus 
on identity, but this time the identity of the mentor is not discussed 
but of the novice teacher. McIntyre and Hobson (2016) aim to 
examine the impact of mentoring and other teacher support 
programs. Structured interviews and case studies are used as 



110 
 

methods. The subjects were primary and secondary school 
teachers. The results show that external mentors encourage the 
development of identity in three specific aspects: the one related 
to the performing school culture, the one related to the community 
of practice and the one related to the development as a specialist 
in a certain field. The idea of the importance of external mentors 
in the context of the theory of the third space is emphasized. The 
theory of the third space refers to the community space where 
someone spends his time when he is not at home or at work. The 
third space has the greatest impact on the formation of 
professional identity. 

Older articles (Watkins, & Whalley, 1993) try to address 
much more practical issues such as providing practical advice on 
the main problems and solving them. Thus, the main deficiencies 
related to the specifics of the school, communication problems, 
challenges and conflicts, issues of resources, management of 
learning experiences, multiple mentors and the school's ability to 
learn from experience are discussed. Articles of this type do not 
focus on research but on offering advice and recommendations for 
visible improvements in practice in the area of mentoring. 

Vikaraman, Mansor, and Hamzad (2017) distinguish between 
mentoring and coaching. The first involves providing professional 
help, the second focuses on career development assistance. 
Beginner teachers need assistance both in terms of professional 
development and in terms of personal development. The 
implications of the research lead to the idea that the mentor must 
also have the training of a coach, who also deals with personal 
balance, self-control and the influences and perceptions of each 
individual. Based on the answers provided by a questionnaire 
applied to a group of novice teachers, it was established, among 
other things, that mentors need to be trained in order to provide a 
comfortable working space for beginners and that mentors need 
to emotionally support teachers. 



111 
 

Smit and du Toit (2016) investigate the development of 
beginning teachers under the supervision of peer mentors. The 
investigative action will be in the form of action research which 
includes: context viewing, planning, observation, reflection, 
planning, action, observation, reflection, etc. Reflection actions are 
interpreted according to the profile of each mentor. It is 
recommended to use psychological tools to know the thinking style 
of each person involved to facilitate learning in general and 
mentoring in particular. 

Lawry (2017) is of the opinion that there is controversy 
regarding the nature of mentoring. There are several different 
types of mentoring goals that can have various implications for 
pedagogical processes. Research shows that mentoring is useful for 
preventing beginner teacher turnover, increasing job satisfaction 
and improving students' learning outcomes. But more needs to be 
done to investigate how beginners can be helped in the learning 
process. 

 
3. Beginner teachers’ experiences  

 
White (2011) presents the ways in which, as an educator of 

beginning teachers, she managed to develop an effective 
modelling system in such a way that students reflect on what they 
have learned. Among the methods she uses are: identifying and 
analysing good models offered by professional practice, promoting 
metacognitive processes, developing the ability to reflect, 
monitoring the responses of students to monitoring, listening to 
students' experiences with their own teaching and using various 
teaching methods. 

LePage et al. (2010) present evidence of experiences and 
knowledge that helps teacher educators develop the skills and 
dispositions they need for effective teaching by identifying and 
analysing the signature pedagogies involved in inclusive education. 



112 
 

Joseph (2011) uses narrative reflections to draw attention to the 
problems young teachers face and how they try to stay true to their 
chosen profession. The adaptation process is the process by which 
professional identity is established. Wiegerova and Lampertova 
(2012) use teacher diaries as research tools to study the process of 
integrating novice teachers into teaching activities in primary 
education. Due to their importance, journals should become 
mandatory in the process of adapting to the formation of reflection 
skills. They have the opportunity to see and understand inner 
experiences and the school environment. Moreover, they could 
become important research tools. 

In earlier research, Buchner (1997) shows that despite the 
fact that vocational training programs have tried to improve over 
time, novice teachers continue to experience the same problems 
when they start working. This shows that training programs alone 
cannot solve this problem and that other methods must be used. 
The causes of the shock at the beginning could be: personality or 
attitude problems, problems induced by the school climate, 
problems related to teaching and the relationship with the class of 
students, problems related to the multitude of documents to be 
written and problems related to relationships with persons in the 
institution or administration. Among the solutions listed include: 
extending the period of pedagogical practice, reviewing courses to 
provide the necessary experience, introducing a period of 
internship, organizing special induction programs. 

Later, Ashby, Hobson, Tracey, Malderez, Tomlinson, Roper, 
Chambers, and Healy (2008) compile a comprehensive review of all 
teachers' experiences during initial training. Detailed information 
on recruitment, motivation, preconceptions, expectations, needs, 
experiences initials, the choice of the first position, the experiences 
of the first year, the experiences of the following years, and the 
abandonment of the beginning teachers. 

 



113 
 

4. Weaknesses of induction programs 
 
The induction of the teaching staff is influenced both by the 

economic factors (Spătărelu, 2015a; Spătărelu, 2020) and by the 
specific programs initiated by the educational institutions or by the 
education systems. International comparisons show that most 
countries use a form of testing of those who start teaching (Hobson 
et al., 2010). 

In Romania, for example, each graduate must take a tenure 
exam. Teachers can only have a permanent position if they manage 
to get a very good grade and only if there are vacancies available. 
Others, with lower grades, can get a job for a short time and have 
to take the tenure exam until they receive a grade that allows them 
access to a permanent job. Those with very low grades do not 
receive the right to practice (Spătărelu, 2015b; Spătărelu 2019a). 
In Scotland, for example, the novice teacher is provided with a one-
year probationary position, but not full-time, providing time for 
professional development and access to an experienced teacher 
for professional support (Obrien, 2009). 

Research in preschool education has shown that there are no 
correlations between the induction program and children's 
performance (Rahmat, 2016), young teachers have more optimistic 
expectations about educational policies (Spătărelu, 2019b) and 
their experience on the integration of values morale in teaching is 
limited (Spătărelu 2019c). 

Through interviews, Amorim and Silva Fernandes (2018) 
analyse the strengths and weaknesses of the teacher training 
program and how it can support teacher integration. Beginner 
teachers recognize that initial training is the most important to 
learn teaching, but also signal certain weaknesses in the system 
such as the devaluation of pedagogical practice that should be 
introduced in theoretical training. The need for a more important 



114 
 

focus on pedagogical practice was also underlined by the research 
conducted by Spătărelu (2019a). 
 
5. Specific instruments for induction programs  

 
Regarding the methods and tools used in investigating the 

topics related to beginning teachers, the following were identified: 
the use of video materials (Marsh, & Mitchel, 2014), modeling and 
reflective dialogue (White, 2011), narrative reflection (Joseph, 
2011), interviews (Hobson, & Malderez, 2013), action research 
(Smit, du Toit, 2016), international comparisons (Hobson et al., 
2010), quantitative research (Duta, Tomoaica, & Panisoara, 2014, 
Spătărelu, 2020; Kiru, 2020), review of literature (Ashby et al., 
2008; de Oliveira Padura, & Franca-Carvalho, 2019) 

 
6. Conclusions 

 
Following the synthesis of the most important information, it 

could be seen that most countries use a form of testing of those 
who start teaching. The results obtained at these tenure exams 
vary depending on the level of education, environment of 
residence and area of origin. These examinations are followed by 
the adaptation period when professional identity is established 
and many beginning teachers face important challenges. 

Many countries have mentoring programs that help teachers 
in the accommodation process. Mentors need to be trained in 
order to provide a comfortable working space for beginners. 
Mentoring is useful for preventing beginner teacher turnover, 
increasing job satisfaction and improving students' learning 
outcomes. Some studies discuss the idea of equipping mentors 
with qualities of coaches to improve the relationship between 
them and beginning teachers and even the use of mentors from 
outside. 



115 
 

In addition to these ideas, it has been proposed to use 
reflective journals, and the use of psychological tools for analysing 
thinking styles. The need for a stronger focus on pedagogical 
practice and the development of special strategies for teachers 
teaching in areas with specific needs was emphasized. 

 
References 
 
Amorim, A. D. D., & Silva Fernandes, M. J. D. (2018). Initial Training, 

Pedagogical Practice, Beginner Teacher and the Process of 
Becoming a Teacher. Revista Praxis Educacional, 85-110. 

Ashby, P., Hobson, A. J., Tracey, L., Malderez, A., Tomlinson, P. D., 
Roper, T., ... & Healy, J. (2008). Beginner teachers’ 
experiences of initial teacher preparation, induction and 
early professional development: A review of 
literature. London: DCSF. 

Buchner, J. (1997). Surviving the first year: A collaborative 
approach for a beginner teacher support system. South 
African Journal of Higher Education, 11(1), 85-92. 

Duta, N., Tomoaica, E., & Panisoara, G. (2015). Desirable 
characteristics defining to describe an effective 
teacher. Procedia-Social and Behavioral Sciences, 197, 
1223-1229. 

Hobson, A. J., Ashby, P., McIntyre, J., & Malderez, A. (2010). 
International approaches to teacher selection and 
recruitment. OECD Education Working Papers, No. 47, 
OECD Publishing. 

Hobson, A. J., & Malderez, A. (2013). Judgementoring and other 
threats to realizing the potential of school‐based mentoring 
in teacher education. International journal of mentoring 
and coaching in education, 2(2), 89-108.  

de Oliveira Pádua, C. A. L., & França-Carvalho, A. D. (2019). The 
Beginner Teacher and School Culture 



116 
 

Learning. International Journal of Advanced Engineering 
Research and Science, 6(10). 

Joseph, D. (2011). Early Career teaching: Learning to be a teacher 
and staying in the job. Australian journal of teacher 
education, 36(9), 75-87. 

Kiru, R. (2020). Beginner teachers and the challenges of the tenure 
exams: A longitudinal zonal analysis of official data from 
pre-secondary education. IJRDO - Journal of Educational 
Research, 5(3), 39-48. 

Lawry, R. (2017). The Effect of Mentor Teachers on Initial Teacher 
Training and Emergence as a Beginner Teacher. Journal of 
Initial Teacher Inguiry, 3, 82-85. 

LePage, P., Courey, S., Fearn, E. J., Benson, V., Cook, E., Hartmann, 
L., & Nielsen, S. (2010). Curriculum Recommendations for 
Inclusive Teacher Education. International Journal of Whole 
Schooling, 6(2), 19-45. 

Marsh, B., & Mitchell, N. (2014). The role of video in teacher 
professional development. Teacher Development, 18(3), 
403-417. 

McIntyre, J., & Hobson, A. J. (2016). Supporting beginner teacher 
identity development: external mentors and the third 
space. Research Papers in Education, 31(2), 133-158. 

O'Brien, J. (2009). Teacher Induction: does Scotland's approach 
stand comparison? Research in comparative and 
international education, 4(1), 42-52. 

Rahmat, F. (2016, January). Correlation between the Induction 
Program and the Performance of Early Childhood Beginner 
Teacher. In Proceeding of International Conference on 
Teacher Training and Education, 1(1), 874-879. 

Smit, T., & Du Toit, P. H. (2016). Transforming beginner teacher 
mentoring interventions for social reform. South African 
Journal of Education, 36(3). 



117 
 

Spatarelu, E. M. (2015a). Youth insertion on labour 
market. Procedia Economics and Finance, 32, 1020-1026. 

Spătărelu, E. M. (2015b). Graduates’ Insertions on Pre-secondary 
Education Labour Market. Education Plus, 12(1), 253-274. 

Spătărelu, E. (2019a). Student Satisfaction, Teaching Practicum and 
Academic Achievement. Journal of Education Studies 
(JES), 1(1), 26-46.  

Spătărelu, E. M. (2019b). Beginner Teacher and early education. 
Journal of Education Studies, 1 (2), 5-24. 

Spătărelu, E. M. (2019c). The value of early education from the 
perspective of a beginner teacher. Journal of Education 
Studies, 1 (2), 55-73. 

Spătărelu, E. M. (2020). Beginner Teachers in Primary Education: 
Comparisons Among European Countries. Journal of 
Education Studies, 2 (1), 27-47. 

Vikaraman, S. S., Mansor, A. N., & Hamzah, M. I. M. (2017). 
Mentoring and coaching practices for beginner teachers—
A need for mentor coaching skills training and principal’s 
support. Creative Education, 8(1), 156-169. 

Watkins, C., & Whalley, C. (1993). Mentoring Beginner Teachers—
issues for schools to anticipate and manage. School 
organization, 13(2), 129-138. 

Wiegerová, A., & Lampertová, A. (2012). A teacher’s diary as a 
research instrument to determine the integration process 
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education, 37(4), 483-497. 

 
 
 
 



118 
 

Tables, figures and appendices 
 

Table 1. Centralization of essential information 

Y
e

a
r 

Author Title Journal 
Method and 
instruments 

Results and 
Conclusions 

2
0

1
0

 

Hobson 
et al. 

International 
approaches 
to teacher 
selection 

and 
recruitment. 

OECD 
Education 
Working 
Papers 

International 
comparisons 

International 
comparisons 

show that 
most 

countries use 
a form of 
testing of 
those who 

start teaching 

2
0

1
0

 

LePage 
et al. 

Curriculum 
Recommend

ations for 
Inclusive 
Teacher 

Education 

Internation
al Journal 
of Whole 
Schooling 

Analysis of 
official 

documents 

Analysing the 
signature 

pedagogies 
involved in 

inclusive 
education 

2
0

1
1

 

White 

Working 
towards 
explicit 

modelling: 
experiences 

of a new 
teacher 

educator 

Profession
al 

developme
nt in 

education 

Reflective 
methods 

Developing an 
effective 

modelling 
system in such 

a way that 
students 
reflect on 
what they 

have learned 

2
0

1
1

 

Joseph 

Early Career 
teaching: 

Learning to 
be a teacher 
and staying 
in the job 

Australian 
journal of 
teacher 

education 

Narrative 
reflections 

The 
adaptation 

process is the 
process by 

which 
professional 

identity is 
established 



119 
 

2
0

1
2

 

Wieger
ova 
and 

Lamper
tova 

A teacher’s 
diary as a 
research 

instrument 
to 

determine 
the 

integration 
process of a 

beginner 
teacher into 
daily life at a 

primary 
school. 

The Future 
of 

Education. 

teacher’s 
diary 

analyses 

Diaries should 
become 

mandatory in 
the process of 

adapting to 
the formation 
of reflection 

skills 

2
0

1
3

 

Hobson 
and 

Malder
ez 

Judge 
mentoring 
and other 
threats to 

realizing the 
potential of 

school‐
based 

mentoring in 
teacher 

education 

Internation
al journal 

of 
mentoring 

and 
coaching in 
education 

interviews 

Relationship 
between 

mentor and 
beginner 

needs to be 
improved 

2
0

1
5

 

Spătăre
lu 

Graduates’ 
Insertions 

on Pre-
secondary 
Education 

Labour 
Market. 

Plus 
Education  

quantitative 
analysis 

The results 
obtained at 
the tenure 
exam vary 

depending on 
the level of 
education, 

environment 
of residence 
and area of 

origin. 



120 
 

2
0

1
6

 

McIntr
e and 

Hobson 

Supporting 
beginner 
teacher 
identity 

developmen
t: external 

mentors and 
the third 

space 

Research 
Papers in 
Education 

Structured 
interviews 
and case 
studies 

The idea of 
the 

importance of 
external 

mentors in the 
context of the 
theory of the 
third space is 
emphasized 

2
0

1
6

 

Smit 
and du 

Toit 

Transformin
g beginner 

teacher 
mentoring 

intervention
s for social 

reform 

South 
African 

Journal of 
Education 

Action 
research 

It is 
recommended 

to use 
psychological 
tools to know 
the thinking 
style of each 

person 
involved to 

facilitate 
learning in 

general and 
mentoring in 

particular 

2
0

1
7

 

Vikara
man, 

Mansor
, and 

Hamza
d 

Mentoring 
and 

coaching 
practices for 

beginner 
teachers—A 

need for 
mentor 

coaching 
skills training 

and 
principal’s 

support 

Creative 
Education 

Questionnair
e 

Mentors need 
to be trained 

in order to 
provide a 

comfortable 
working space 
for beginners 



121 
 

2
0

1
7

 

Lawry 

The Effect of 
Mentor 

Teachers on 
Initial 

Teacher 
Training and 
Emergence 

as a 
Beginner 
Teacher. 

Journal of 
Initial 

Teacher 
Inquiry 

Literature 
review 

Mentoring is 
useful for 

preventing 
beginner 
teacher 

turnover, 
increasing job 

satisfaction 
and improving 

students' 
learning 

outcomes 

2
0

1
9

 

Spătăre
lu 

Student 
Satisfaction, 

Teaching 
Practicum 

and 
Academic 

Achievemen
t 

Journal of 
Education 

Studies 

quantitative 
analysis 

The need for 
greater 

concentration 
on 

pedagogical 
practicum 

2
0

2
0

 

Kiru 

Beginner 
teachers and 

the 
challenges 

of the 
tenure 

exams: A 
longitudinal 

zonal 
analysis of 

official data 
from pre-
secondary 
education. 

IJRDO - 
Journal of 

Educationa
l Research 

quantitative 
analysis 

The needs for 
specific 

educational 
programs for 
initial training 

of the 
teachers who 

teach in 
specific aria 



122 
 

2
0

2
0

 

Spătăre
lu 

Beginner 
Teachers in 

Primary 
Education: 

Comparisons 
Among 

European 
Countries 

Journal of 
Education 

Studies 

quantitative 
analysis 

There is a 
need for 

educational 
and social 

policies that 
encourage 

young people 
to choose and 
to remain in 
the teaching 
profession.