This study aims to provide a systematic review using the PRISMA protocol that overviews artificial intelligence (AI) professional development (PD) initiatives for teachers, emphasising the fusion of technological and pedagogical knowledge. Framed within the Technological Pedagogical Content Knowledge (TPACK) framework, the research explores the incorporation of TPACK domains, the specific AI tools taught, the structure and format of AI PD programs, the features contributing to effectiveness, and the tangible outcomes experienced by teachers' post-PD participation. Through a systematic review, this study addresses critical research questions, contributing valuable insights to guide the strategic planning and assessment of AI initiatives in teacher learning, ultimately benefiting stakeholders interested in AI in education.