This study is a reflective review of 235 empirical studies on teacher evaluation for professional development. The study analyses the contents of 203 theses and 32 journals. Followings are the main findings: 1. A gradual increase of theses and journals; 2. More studies on topics as “attitudes or perceptions”, “performances or difficulties of implementation” and “relationship research”. In this latter, more emphasis is placed on the “background variables on teachers” while less on the “background variables on students”; 3. Most studies focus on elementary schools. There is a slight improvement of researches on senior and vocational high schools; 4. Questionnaires and interviews are the most used methods of survey. Many studies just take only one of these two methods.