Abstract

Considering the little evidence on the results or impact of in-service teacher education, this paper presents the results of a systematic review of the literature in which we sought to identify the main evaluation criteria for this kind of programs, as well as the most frequently considered methods for carrying out this work. The evaluation criteria were organized according to the sequence of logical models, considering the following levels of outcomes: a) Product level outcomes; b) teacher perception outcomes; c) Competences and teacher practices outcomes, and d) student effects outcomes. After also analyzing the methodological approaches used to evaluate these criteria, a suggestion of options is made to carry out the evaluation of in-service teacher education, considering different levels of the logical sequence proposed above. © 2025 IEEE.