There have been many studies on writing for publication in educational settings,
majorly these studies focus on the process of how to write as in a purpose to
publication alone, to guide student and professional teacher to meet academic
requirements accepted. This paper focuses on how the previous study impacting the
writing for publication as a platform especially used as teachers’ professional
development. The writer believes that in writing for publication can be used not
solely used for fulfilling academic requirements but also used as a self-growth to
professional development of each individual especially teachers’ curricular
knowledge, pedagogical knowledge, and instructional knowledge as teacher are the
main key in shaping the good environment in classroom. To understand the impact
of writing for publication as a platform of teachers’ professional development this
study used qualitative approaches, Meta-Analysis research design, and narrative
review to analyze previous study in this particular setting. The research findings
indicate that many of the previous studies generate a positive impact on teachers’
professional development, but lack of showing participants opinion and feedback
on how writing for publication is impacting participants’ personal self-reflection.
Despite the lack of participants’ feedback contributing to the research, writing for
publication proves to be favorable for teachers’ professional development.
Keywords: Writing for publication, teachers’ professional development,
Pedagogical knowledge, Curricular knowledge, Instructional knowledge.