Abstract
Global policies, accountability standards, and various challenges in education around the world have a negative impact on the professional lives of novice teachers. Teacher agency has gained attention as a popular topic that offers different, new perspectives for teachers' professional development and efforts to improve the quality of education. The present study aims to examines the agency of novice teachers. For this purpose, the distribution of the compiled studies by years, countries, research method, sample size, experience level, and subject was examined. It also examined the barriers to novice teachers' agency and the findings of studies focusing on novice teacher agency. In order to identify the relevant peer-reviewed studies in the literature for scoping, research was conducted in the Web of Science, ERIC, Scopus, PsychINFO, and MEDLINE databases. The studies obtained from the databases were accessed in 53 studies using PRISMA research methodology. The study was prepared according to the stages of the scoping review methodology created by Hilary Arksey and Lisa O'Malley. As a result, the conditions affecting the agency of novice teachers were evaluated from teacher education, school context, and policy perspectives, and recommendations were made to researchers, teacher educators, and policymakers.
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