This global literature review examines 47 refereed journal articles dealing with the initial and ongoing professional development of teachers during 1987-1997. Professional development is defined as a self-actualized, self-motivated, proactive approach to teacher education that centers on the growth of teachers in affective, collaborative, and cognitive dimensions. The literature search includes a large number of descriptors related to preservice and inservice education cross-referenced with global perspectives in education. The review identifies five factors that affect engagement in professional development opportunities: political issues, time issues, adult learner issues, collegial and reflective issues, and initial preparation issues. Five programs, four in the United States and one in South Africa, are examined in greater depth. Though buoyed by the variety of professional development programs available globally, the researchers are dismayed that the emphasis in the reviewed articles rests on factors that impede professional development. (Contains 59 references.) (Author/SM)