Adoption of Professional Development Innovations in Mathematics Teacher Education: A Systematic Review Guided By the Concerns Based Adoption Model (CBAM)

Abstract

Abstract The effective adoption of professional development innovations such as Professional Learning Communities (PLCs), Pedagogical Content Knowledge (PCK) support, and blended learning in mathematics teacher education remains limited and inconsistent across educational contexts. This study presents a systematic review to examine how these innovations are adopted by mathematics teacher educators and to explain the adoption process using the Concerns Based Adoption Model (CBAM). A PRISMA guided systematic review approach was employed to identify relevant studies published between 2015 and 2025 from Scopus, Web of Science, ERIC, and Google Scholar databases. Following predefined inclusion and exclusion criteria, 48 empirical studies were selected for analysis. Data were extracted systematically and synthesized using thematic analysis guided by the CBAM dimensions of Stages of Concern and Levels of Use. The findings indicate that although awareness of professional development innovations is generally high, meaningful adoption remains limited. Most mathematics teacher educators were positioned at the informational and personal stages of concern, while mechanical and routine levels of use were the most frequently reported implementation patterns. Only a small proportion of studies demonstrated progression toward integration and renewal stages. Compared with blended learning, which was commonly constrained by inadequate digital infrastructure and limited ICT competencies, PLCs and PCK support showed stronger associations with improvements in instructional practices and professional competence. The review further identifies institutional capacity, sustained professional development structures, access to resources, and contextual support systems as major factors influencing successful adoption. The findings suggest the need for stronger institutional support mechanisms and more structured and continuous professional development pathways. Future research should prioritise longitudinal and CBAM informed studies to better understand patterns of sustained adoption in mathematics teacher education.