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This systematic review aimed to provide a comprehensive view of critical pedagogy-informed collaborative professional development practices in English language teaching. Using four databases and relevant keywords, we found 67 studies conducted in Asia, South/Central/North America, Europe, Australia, and the Gulf countries and systematically analyzed them. Results show that critical collaborative practices enabled teachers to develop a critical stance, implement pedagogically critical actions, and initiate social change regarding social awareness and power distribution. However, these changes, visible in teachers' pedagogical practices, have not expanded onto a macro-social level. Implications for language teacher development program planners and policymakers are discussed.

This qualitative cross-case study explores and reflects on the insights of six English language teachers working at one secondary school and one tertiary level institution in Turkey regarding the Continuous Professional Development (CPD) practices offered by their institutions respectively. It also investigates what contextual factors interact with these teachers’ insights and experiences about CPD as part of teacher education regarding within-case and cross-case differences. The data were collected through semi-structured interviews, written reflections and program documents and analysed using a descriptive coding strategy. The findings reveal that the participant teachers consider CPD as a customized, practice-focused, collaborative and reflective endeavour. Implications for future continuous professional development programs are also discussed.