Abstract
ABSTRACT This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the Interconnected Model of Professional Growth (IMPG) and curriculum spiderweb. PDP characteristics, context characteristics, and teacher development outcomes appeared to vary widely. Still, several relationships were identified between specific PDP characteristics and teacher development. The review yielded an enriched model (building on the IMPG) of the pedagogical development of higher education teachers. This model and the results of this review can help academic developers to improve the design of PDPs and provide guidelines to further investigate the value of PDP.
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