The primary objective of this study is to explore the European dimension of teacher induction and mentoring by conducting a bibliometric analysis of publications indexed in the Web of Science (WoS) database, focusing exclusively on European countries. The research seeks to identify trends, gaps, and unique practices in teacher professional development across Europe, challenging the hegemony of Anglo-American approaches. By doing so, this study aims to contribute to a more nuanced understanding of how teacher induction and mentoring are conceptualised and implemented in diverse European educational contexts.

This study is grounded in the ecological systems theory (Bronfenbrenner, 1979), which emphasises the interaction between individuals and their environments. This framework is particularly relevant for understanding how different European educational contexts shape teacher induction and mentoring practices. The ecological perspective allows for an examination of the multiple layers of influence on early-career teachers, including microsystems (e.g., school environment, mentoring relationships), mesosystems (e.g., interactions between school and teacher training institutions), and macrosystems (e.g., national policies and cultural norms).

In addition to ecological systems theory, the study draws on the literature of teacher professional development, focusing on the early-career phase as a critical period for teacher growth and retention (Ingersoll & Strong, 2011). Research has consistently shown that effective induction and mentoring programs can significantly impact teacher retention, job satisfaction, and classroom effectiveness (Hobson et al., 2009). However, much of the existing literature is dominated by Anglo-American perspectives, which may not fully capture the diversity of practices and policies in Europe.

The study also incorporates the concept of "teacher self-efficacy" (Zee & Koomen, 2016), which refers to teachers' beliefs in their ability to positively influence student learning. Induction and mentoring programs play a crucial role in developing teacher self-efficacy, particularly during the early stages of a teaching career. By examining European research on this topic, this study aims to identify how different cultural and policy contexts influence the development of teacher self-efficacy through induction and mentoring.

Teacher induction and mentoring are critical components of teacher professional development, particularly in the early stages of a teaching career. While the Anglo-American literature has dominated this field, there is a growing recognition of the unique approaches and practices emerging across Europe. This study seeks to address this gap by providing a comprehensive analysis of European research on teacher induction and mentoring.

The findings of this study have practical implications for policymakers, teacher educators, and mentors. By highlighting the unique contributions of European research and practice, this study challenges the hegemony of Anglo-American approaches and offers new perspectives on how teacher induction and mentoring can be conceptualised and implemented in diverse educational contexts.
Research Questions:

1. What are the key trends and patterns in teacher induction and mentoring research across Europe?
2. How do European practices differ from the dominant Anglo-American models?
3. What are the implications of these findings for the professional development and growth of early-career teachers in Europe?

This study employs a bibliometric analysis to examine peer-reviewed articles, conference papers, and book chapters published between 1983 and 2025, indexed in the Web of Science (WoS) database. The analysis focuses exclusively on publications from European countries. Data Collection: The search strategy includes keywords such as "teacher induction," "mentoring," "teacher professional development," and "early-career teachers," combined with geographical filters for European countries. Data Analysis: The bibliometric analysis includes: • Co-authorship networks to identify collaboration patterns among researchers and institutions. • Keyword co-occurrence analysis to map the most frequently discussed themes and concepts. • Thematic mapping to identify emerging trends and gaps in the literature. The analysis is conducted using bibliometric tools such as biblioshiny, which allow for the visualisation and interpretation of large datasets.

This study aims to achieve several key outcomes that will significantly contribute to the field of teacher professional development, particularly in the context of teacher induction and mentoring across Europe. Firstly, it seeks to identify and analyze the predominant trends and patterns in teacher induction and mentoring research within the European context. By systematically reviewing existing literature and empirical studies, the research will uncover the evolving dynamics and critical factors that influence the effectiveness of induction and mentoring programs. Secondly, the study will highlight unique and innovative practices in teacher induction and mentoring that have emerged across various European countries. These practices challenge the dominance of Anglo-American approaches and offer alternative models that are deeply rooted in the cultural, educational, and policy contexts of Europe. By doing so, the research will provide a more nuanced understanding of how different European educational systems address the needs of early-career teachers, thereby enriching the global discourse on teacher induction and mentoring. Thirdly, the findings of this study will have practical implications for a wide range of stakeholders, including policymakers, teacher educators, and mentors. The research will offer evidence-based strategies and recommendations for designing and implementing effective induction and mentoring programs that can better support early-career teachers. These strategies will be grounded in the specificities of the European context, making them particularly relevant for educational practitioners and decision-makers within the region. Overall, the study will make a significant contribution to the ongoing discourse on teacher professional development by providing a comprehensive European perspective on teacher induction and mentoring. It will not only advance academic understanding but also inform practical approaches to fostering the professional growth and retention of early-career teachers, ultimately enhancing the quality of education across Europe.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. European Commission. (2013). Supporting teacher competence development for better learning outcomes. Publications Office of the European Union. Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216. https://doi.org/10.1016/j.tate.2008.09.001 Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233. https://doi.org/10.3102/0034654311403323 Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801