Teacher professional development in deaf education: a systematic review of teacher learning and system conditions

Teacher professional development (TPD) is essential for strengthening teachers’ capacity to support deaf and hard-of-hearing (DHH) learners. Nevertheless, the existing evidence remains fragmented across diverse educational contexts. This systematic literature review synthesised empirical evidence on TPD in deaf education published between 2020 and 2026. Following the PRISMA 2020 guidelines, five electronic databases were searched, resulting in 45 empirical studies that met the inclusion criteria. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), and findings were synthesised through reflexive thematic analysis. The review identified four interconnected themes: (1) professional learning and teacher preparation, (2) pedagogical communication competence, (3) inclusive pedagogical practices, and (4) collaboration and system support. The findings demonstrate that TPD is best understood as a continuous and context-dependent process rather than isolated training activities. Pedagogical communication competence emerged as a core professional capability linking professional learning to inclusive classroom practice, while sustained organisational and system support was essential for maintaining teacher learning. This review advances a more integrated and context-sensitive conceptualisation of TPD by connecting professional learning, communication, pedagogy, and system conditions. The findings provide implications for teacher education, educational policy, and the design of sustainable professional development programmes in deaf education.