Empowering Teacher Professionalism Through Personalized Continuing Professional Learning

A Systematic Literature Review Using a Multidimensional Approach to Self-Assessment and Growth

Datos Bibliográficos

ID22043949
AutoresOrit Avidov‐Ungar (0000-0002-0928-9280, Achva Academic College, autor de correspondencia)
Año2025
Volumen15
Número12
Páginas1686
Fecha de publicación2025-12-15
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15121686
OpenAlexW4417318336
IdiomaEN
Referencias citadas42

This systematic review on teachers’ Personalized Continuing Professional Learning (PCPL) frameworks explores integrating core professional competencies with core job-related components. Findings across 43 studies identify effective PCPL frameworks, emphasizing adaptability, interdisciplinary collaboration, reflective practice, and digital tools for self-assessment and growth. Key challenges include resource constraints, institutional rigidity, and the need for career-stage-specific support. Adaptive strategies for diverse teaching contexts are discussed. A self-assessment multidimensional model is proposed to set personalized professional goals and align their development with broader educational needs. Findings have practical implications for policy and practice, highlighting how PCPL can foster continuous growth and improved teaching efficacy

Core competency · Faculty Development · Professional development · Systematic review · Innovative Education and Learning Practices · Reflective Practices in Education · Teacher Education and Leadership Studies