Language professor professional development in higher education
A PRISMA-based systematic review
Bibliographic Data
| ID | 22167958 |
|---|---|
| Authors | Rocío del Pilar Flores-Adrianzén (Universidad San Ignacio de Loyola), María De Los Ángeles Sánchez Trujillo (0000-0002-5228-4688, Universidad San Ignacio de Loyola), Carlos Fernando Dextre-Beteta (0000-0002-6585-3691, Universidad San Ignacio de Loyola), Walter Miguel Fernandez-Malpartida (CPEL, pregrado ejecutivo, Universidad San Ignacio de Loyola), Walter Miguel Fernandez Malpartida (0000-0003-3784-4736, Universidad San Ignacio de Loyola) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1716171 |
| OpenAlex | W7134264225 |
| Language | EN |
| References cited | 24 |
The purpose of this article is to review current empirical research on language teacher professional development in higher education from Scopus, Web of Science, ScienceDirect and ERIC adopting the PRISMA methodology. This revision led to 10 articles demonstrating that language professors opt for a more student-centered approach and highly communicative lessons demonstrating their openness to new educational paradigms. Second, when institutions offer professional development training programs, their content should be designed considering language educators’ experience, expectations, and necessities. Not following this will favor resistance and dissatisfaction among educators. Third, even though modern e-learning tools are beneficial, language educators do not use them actively due to insufficient IT support and training; they often rely on self-learning. Finally, it is also argued that continuous training, peer observation, senior mentoring, and teacher autonomy are necessary for language teacher professional development
Autonomy · Empirical research · Language development · Learner autonomy · Openness to experience · Professional communication · Professional development · EFL/ESL Teaching and Learning · Reflective Practices in Education · Teacher Education and Leadership Studies
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| Highly cited | No |
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