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 were 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. 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.