In-service TESOL Teachers’ Professional Learning (2014-2024): A Scoping Review

<p dir="ltr">In-service teacher professional learning (PL) has become essential for enhancing teaching competence to meet the ever-changing demands of teaching English to speakers of other languages (TESOL). Existing literature reviews have identified and focused on specific factors influencing TESOL teachers’ PL and probed into PL for pre-service teachers but fallen short of a focus on in-service TESOL teachers’ PL. Hence, this paper addresses the gap through a scoping review of the empirical literature on in-service TESOL teachers’ PL from 2014 to 2024. Following a screening process of 767 studies, 65 empirical studies were selected for analysis. The review identified characteristics of the studies before conducting thematic analysis guided by the research questions (RQs) to synthesise the various types of in-service PL models, impacts of PL on TESOL teachers and factors influencing PL effectiveness. This review not only offers practical insights for teacher educators and teachers to support productive PL, but also informs future research to address the identified gaps, such as limited investigation into PL regarding Artificial Intelligence (AI) and PL for teachers in private for-profit sectors, addressing the evolving PL needs of TESOL teachers.</p>