• Theme: Teacher cognition, planning, and decision-making in practice—think-aloud planning, lesson construction, and adaptive decisions shaped by experience, with planning routines and information processing highlighted across studies [1], [15], [7], [11], [18].

• Theme: Induction and socialization of novice teachers—early support, mentoring, information access, and institutional control shaping beginnings, identity, and pedagogical thinking during the transition into teaching [3], [13], [19], [6], [17].

• Theme: Pedagogical content knowledge and beliefs in practice—how beliefs about mathematics and science content influence instruction, with novice-expert differences and attitudes informing teaching quality [2], [12], [16], [20].

• Theme: Field-based teacher education and reflective practice—early field experiences, action research foundations, and critical approaches to develop reflective practitioners and improve preparation programs [8], [10], [14], [17].