Asian Journal of Education and Social Studies

In the context of ongoing curriculum reforms and increasing demands for teacher professionalism, professional sharing activities have emerged as a promising model for supporting teacher professional development (TPD). This practice-based study explores how such activities contribute to the enhancement of teachers’ professional competence. Drawing on the experiences of a school-based professional learning community in Hong Kong, the researcher organized a series of professional sharing activities—including lectures, training workshops, and academic conference presentations—in which teachers assumed active roles as presenters and facilitators. The study adopts a qualitative approach, analyzing teachers’ reflective narratives to examine the multidimensional impact of professional sharing. Findings indicate that participation in these activities fosters critical self-reflection, deepens the integration of theory and practice, strengthens teachers’ sense of professional identity and mission, and cultivates professional confidence. Furthermore, the planning and implementation of these activities—anchored in authentic teaching experiences and collaborative discourse—promote sustained pedagogical innovation and knowledge co-construction within teacher communities. While the study provides valuable insights into the professional benefits of sharing practices, it is limited by its practice-based nature and lack of empirical generalizability. The paper concludes with practical recommendations for educational authorities and school leaders to institutionalize and support professional sharing as a core element of teacher development systems. Future research is encouraged to adopt mixed-methods approaches to further investigate the impact of professional sharing activities on both teacher growth and student learning outcomes.