Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth
A Systematic Review of Literature
Bibliographic Data
This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these frameworks impact teachers’ professional efficacy and instructional practices. Using databases like Scopus, Web of Science, and ERIC we analyzed 38 empirical studies, focusing on the teachers’ PL experiences and the resulting self-perceived professional growth across its various domains. The findings indicate that while formal PD sessions (e.g., structured workshops and seminars) support skill development, they often yield mixed results due to their limited adaptability to specific contextual needs. In contrast, informal PL approaches, like mentorship and peer collaboration, foster reflective and practical growth. Combining both PL methods provides the most comprehensive benefits, blending structured learning with the flexibility of informal settings. This review underscores the need for hybrid PL models that address collective and individualized growth pathways, recommending future research into context-sensitive, mixed PL designs to effectively support in-service teachers
The PRISMA 2020 statement
Supporting New Teachers as Designers of Learning
The Effectiveness of Face-to-Face versus Online Delivery of Continuing Professional Development for Science Teachers
Professional development of science teachers in Latin America
Paradoxes of in-school teacher coaching by outsiders
Obligatory professional training for in-service teachers
An extended model of school-university partnership for professional development
How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China
The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China
Learning on the job
A Systematic Review of the Literature on Inservice Professional Development Explicitly Addressing Race and Racism
Teacher Professional Development and Student Reading in Middle and High School
Did the Characteristics of Kosovar Teachers Influence the Results of Students in TIMSS 2019? Findings from the Performance of Kosovar Students in TIMSS 2019
Teacher learning from supplementary curricular materials
Elaborating a model of teacher professional growth
Extending experiential learning in teacher professional development
Lesson study in historical inquiry
Teachers’ informal workplace learning profiles
A new framework for teachers’ professional development
Approaches to co-construction of knowledge in teacher learning groups
Lesson study design features for supporting collaborative teacher learning
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |