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In today’s fast-changing world, Teaching English to Speakers of Other Languages (TESOL) teachers face mounting pressures – . Professional learning (PL) has therefore become essential for teachers to stay effective and confident in their work. But what do we really know about how in-service TESOL teachers around the world learn and grow professionally?

Our recently published scoping review, ‘In-service TESOL teachers’ professional learning (2014–2024)’, synthesised 65 empirical studies from 25 countries to map the global landscape of PL for TESOL teachers (Zhou et al., 2025). The review revealed clear trends and gaps that invite us to rethink how we design and support future teacher development initiatives.

1. Research concentration and contextual disconnects in TESOL professional learning

Most research on TESOL teacher learning comes from non-native English-speaking contexts such as Turkey, China and Iran. Turkey, for example, has attracted a large number of studies; however, concerns remain about the . This may suggest a mismatch between PL initiatives and classroom realities, highlighting the need for more context-sensitive research (Zhou et al., 2025).

2. Teachers value learning together

Across the studies, group learning – through workshops, book clubs, cluster meetings or online communities – was the most common and effective form of PL. Teachers reported that collaborating with peers helped them share challenges, exchange ideas and co-construct solutions to classroom problems. For example, workshops allow teachers to interact with peers around specific topics and adapt their own teaching practices through . Similarly, cluster meetings have been found to reduce teachers’ anxiety and significantly boost their capability to deliver courses in English (Uztosun, 2018). This sense of community helped to build professional identity and confidence, echoing the idea that learning is inherently social.

3. The power of individual learning

Individual learning also played an important role, encompassing self-reflective practices such as teaching journals and teacher-led action research (Gudeta, 2022; Han, 2017). Teachers who regularly analysed their classroom practices through these activities demonstrated greater improvement in pedagogy and decision-making. Yet very few PL programmes integrated individual with group learning – a missed opportunity for deeper professional growth.

4. Lasting impact goes beyond new knowledge

PL does more than improve teachers’ knowledge; it also strengthens classroom practice and self-efficacy. Teachers who participated in sustained programmes became more adaptive in lesson planning, better at classroom management, and more confident in using English and technology. However, short-term workshops often failed to produce lasting changes, particularly in teachers’ self-efficacy, suggesting that continuity and follow-up support are crucial.

5. Individual and context matter

No PL programme operates in isolation. Its success depends not only on teachers’ needs but also on the institutional culture and wider policy environment. Our review found that teachers were more engaged when PL aligned with their professional goals – such as improving language proficiency, advancing pedagogical expertise or gaining certification (see for example Arslan et al., 2019) – and when schools provided time and collegial support. In contrast, heavy workloads, rigid curricula and limited institutional backing, particularly in private institutions driven by commercial imperatives, often made it difficult for teachers to apply new learning in practice.

‘Teachers who participated in sustained professional learning programmes became more adaptive in lesson planning, better at classroom management, and more confident in using English and technology.’

Looking ahead

Despite the rapid digital transformation in education, only a handful of studies explored how TESOL teachers learn about artificial intelligence (AI) or use online learning tools. As AI continues to reshape language teaching, teacher education must help teachers develop both technological and pedagogical literacy. Also, future research and practice should pay more attention to teachers working in private, for-profit English centres, where commercial pressures often limit access to sustained PL.

Ultimately, this decade-long review reminds us that PL is not a one-size-fits-all process. For PL to be truly transformative, it must be continuous, collaborative and context-responsive – supporting teachers as active, reflective professionals who learn with and from each other.

References

Arslan, S., Mirici, İ. H., & Öz, H. (2019). In-service training needs of EFL teachers in non-formal education settings. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, 42, 223–244.

Gudeta, D. (2022). Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers. Cogent Education, 9(1), 2030076.

Han, L. (2017). Analysis of the problems in language teachers’ action research. International Education Studies, 10(11), 123–128.

Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education, 44(4), 557–569.

Zhou, D., Nguyen, M. H., & Dang, T. K. A. (2025). In-service TESOL teachers’ professional learning (2014-2024): A scoping review. Review of Education, 13(3).