Professional Development Needs of Novice English Teachers in Higher Education

The professional development of novice English teachers in higher education is critical yet fraught with challenges, including bridging theory and practice, managing diverse student needs, and balancing teaching with research. This study systematically examines their multifaceted needs, focusing on pedagogical adaptability, research capability cultivation, and professional identity construction. Key findings reveal institutional support gaps, such as fragmented training programs, research-teaching imbalances, and insufficient mentorship. To address these, the study proposes holistic training, balanced support systems, and sustained mentorship to enhance teaching effectiveness and career sustainability. By aligning these strategies with global educational standards, the research aims to empower novice teachers, ultimately improving the quality of English language education in higher education.