ABSTRACT
Newly hired teachers of science (NHTS) have opportunities to learn (OTL) in their early formative years of teaching. This review of research examines 48 articles across 10 years that explore OTL for teachers in their first 5 years of teaching science. An initial review of the articles revealed three sources of OTL, which were categorized as dimensions. Within these dimensions of preparation programs, professional learning programs, and context, an inductive review of the articles revealed additional OTL, which were classified as facets. Some facets were cross-cutting and others were unique to each dimension. Overall, the review revealed that NHTS are influenced by OTL that are multidimensional and multifaceted, and it is necessary to acknowledge the individuality of NHTS when thinking about OTL. That is, the individual and the OTL need to align in beneficial ways to ensure productive learning occurs for the NHTS. The science teacher education community needs to support the learning and development of NHTS. The OTL perspective has the potential to be transformative in this endeavor.
