Professional learning for late-career teachers is operationalised in varied ways, from formal structured programmes to informal workplace-embedded practices¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the 12 reviewed studies, professional learning was operationalised in various ways, ranging from formal, structured programmes to informal, workplace-embedded practices. → Brouhier 2026

Evidence¶

Brouhier 2026¶

Brouhier, Q., Raemdonck, I., & März, V. (2026). Professional Learning of Late-career Teachers: A Systematic Literature Review. Educational Research Review, 50, 100757. https://doi.org/10.1016/j.edurev.2025.100757

q2 · i? · review · r?

The mixed-methods systematic review examined how professional learning is defined, experienced and supported for late-career teachers, finding operationalisations spanning "formal, structured programmes to informal, workplace-embedded practices".

"Similarly, professional learning was operationalised in various ways across studies, ranging from formal, structured programmes to informal, workplace-embedded practices."

Discussion¶

Related Claims¶

• There is a notable gap in tailored professional learning interventions addressing late-career teachers' specific needs — related
• Late-career teachers prefer socially embedded and collaborative learning opportunities such as mentoring, dialogue and reflective practice — related
• The literature defines late-career teachers inconsistently, by age, experience or perceived expertise, with no coherent conceptualisation — related
• Most teachers participate in informal professional development activities, which generate more satisfaction than formal in-service days — related