The post-16 sector in England refers to the diverse education and training options available to young people from the age of 16, typically after completing their GCSEs. This is a key stage in the English education system, which spans various settings such as further education (FE) colleges, sixth-form colleges (SFCs), school sixth forms, and independent training providers (ITPs). Students in the post-16 sector can pursue a range of vocational and academic qualifications, Technical Levels (T Levels), traineeships and employment with training. This review focuses on Continuing Professional Development (CPD) for teachers of 16--19 provision, wherever that occurs. The quality of an education system is fundamentally tied to the quality of its teachers (Barber and Mourshed, 2007; Elliot and Campbell 2013) and research suggests that well-structured and appropriately organised CPD can drive meaningful changes in teachers' practice, lead to organisational improvements, and result in significant gains in student achievement (Fletcher-Wood and Zuccollo, 2020; Kennedy, 2014; Pedder and Opfer, 2010). CPD has been found to have significant benefits for teachers in relation to maintaining currency of their subject knowledge, sharing good practice, and providing opportunities for collaboration, reflection, and future progression (Bartleton, 2018). Furthermore, initial teacher education (ITE) alone cannot equip educators with all the skills and knowledge necessary for a lifelong career, particularly in times of rapid change (Duncombe and Armour, 2004). To be effective, teachers must engage in CPD throughout their careers to hone their practice and remain cognisant of new developments in learning theory, pedagogical approaches, learning technologies, and changes in sector policy (Goldhawk and Waller, 2023). Additionally, technological advancements combined with modern social, environmental, and economic challenges mean that students need to learn increasingly complex skills, including critical thinking, effective communication, and collaboration and complex problem-solving (Darling-Hammond et al., 2017; Ventista and Brown, 2023), creating the need for new skills and innovative approaches to teaching. Consequently, teachers need effective professional development (PD) to learn and refine the pedagogical approaches needed to teach these skills effectively (Darling-Hammond et al., 2017) so that their students are empowered to navigate and succeed in an increasingly complex world. Support for teachers' professional learning not only enhances teaching practice and subject knowledge but can lead to increased job satisfaction and improved teacher retention and development (Totterdell et al., 2004; Tyler et al., 2024). Research suggests that engagement with CPD is positively linked to employees' intentions to remain in their current organisation (Patrick et al., 2010; Shanks et al., 2012; Stiehl et al., 2020; Tyler et al., 2024). The education sector is facing a teacher recruitment and retention crisis (DfE 2021 FE workforce analysis; NFER 2025; Tyler et al., 2024). Research indicates that heavy workloads that contribute to stress and exhaustion, and limited opportunities for professional growth and development are significant factors contributing to teacher attrition (Smith and Husband, 2024). Therefore, in addition to enhancing teaching quality and benefiting students, effective CPD can also play a crucial role in boosting teacher morale and improving retention, making it perhaps more important than ever to ensure that teachers can access effective CPD.