在文献中，专家教师和职前教师的研究数量大于新手教师。在其中一项研究中，Roehrig et. al.(2008)进行了一项有根据的理论分析，以探索指导的潜力，以支持新手教师使用有效的教学实践。这项研究是由美国六名初级小学教师和他们的导师共同进行的。通过调查、访谈和观察等方式收集数据。数据分析结果显示，师徒计划类型以外的一些因素与教师在课堂实践中的初任成功与否有关。结果发现，较有成效的初任教师导师在担任导师时经验较多，且较其他导师更有效率。此外，更有效的入门教师与导师交流更多，更准确地自我报告使用有效的教学实践，更开放的指导。卡瓦纳和普雷斯科特(2010)对新教师进行了另一项研究。他们报告了他们的研究，这项研究是由三位初任中学数学教师进行的。这项研究的目的是解释在一年的大学教师教育计划和同时的专业实地工作经验或实习中，教师的反思实践是如何发展的。这些数据是在实习期间和第一年的访谈中收集的。采用Lee的反思性实践的三阶段分层模型对访谈应答进行解释。研究结果显示，学员在实习期间对教学的反思能力有所提高。
In the literature, the amount of studies done with expert teachers and preservice teachers is greater than that of novice teachers. In one of these studies Roehrig et. al. (2008) conducted a grounded theory analysis in order to explore the potential for mentoring to support novice teachers’ use of effective teaching practices. The study was conducted with six beginning primary teachers in the US, and with their mentors. The data were collected by means of survey, interview, and observation. The results of data analysis revealed that some factors, other than type of mentoring program were related to beginning teachers’ success in improving classroom practices. It was found that more effective beginning teachers’ mentors had more experience as mentors and were more effective teachers than other mentors. In addition to this, more effective beginning teachers communicated more with mentors, more accurately self-reported use of effective teaching practices, and were more open to mentoring.Another study with novice teachers was performed by Cavanagh and Prescott (2010). They reported on their study that was conducted with three beginning secondary mathematics teachers. The aim of the study was to interpret how beginning teachers’ reflective practices developed during a one-year university teacher education program and concurrent professional fieldwork experience or practicum. The data were collected through the interviews during the practicum and once more in their first year. A three-stage, hierarchical model of reflective practice of Lee was used to interpret the interview responses. Results of the study revealed that the participants’ showed improvement in their ability to reflect on their teaching during the practicum.