Makhmetova, Z., Karabassova, L., Zhakim, A., & Karinov, A. (2025). Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review of Literature. Education Sciences, 15(2), 146. https://doi.org/10.3390/educsci15020146
The research paper, Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review of Literature, provides a comprehensive examination of how various professional learning (PL) experiences impact the self-perceived growth of in-service teachers. By comparing formal and informal PL approaches, including coaching, mentorship, collaborative learning, and reflective practices, the study highlights the effectiveness of hybrid PL models. These approaches integrate structured content delivery with flexible, context-sensitive practices that foster reflective and practical growth, emphasizing the importance of tailoring professional development to meet teachers’ needs.
Application for FASD Instructional Coaches
This research underscores the value of integrating formal training with collaborative, reflective learning methods, offering practical insights for FASD instructional coaches. By adopting a hybrid approach to professional learning, coaches can effectively support education staff in building their capacity to implement FASD-informed strategies.