Teacher professional learning and development are critical to educational improvement efforts and teacher professional growth. Such learning and development can be facilitated in a range of ways, including more traditional ‘workshop style’ training programmes as well as coaching, mentoring, advisory support, teacher inquiry, and other activities that can contribute to teacher learning and change. Despite the extensive time, financial, and human resources invested in teacher professional learning and development in Aotearoa New Zealand every year, it is over 15 years since research on teacher development in this country was brought together in a published review. This paper presents a scoping review of n = 178 primary studies published in English in 2010–2023 that focus on teacher professional development in the Aotearoa New Zealand schooling sector. Looking across this body of literature, we provide a quantitative overview of characteristics of the literature base and identify shifts, trends, strengths, gaps, imbalances, and directions for future research. This paper offers a timely summary and synthesis of recent research on teacher professional development in Aotearoa New Zealand and also offers challenges and recommendations for researchers working in this area.