Empowering Teacher Professionalism Through Personalized Continuing Professional Learning: A Systematic Literature Review Using a Multidimensional Approach to Self-Assessment and Growth

Abstract

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.