The professional development of teachers and teacher educators is of rising attention worldwide. However, while an increasing range of literature focuses on particular aspects of professional development, there is no integrative reviewed literature that shows the professional development of teacher and teacher educators in Ethiopia. This paper intends to review the related studies on this topic. Thirty-two papers were chosen on basis of exclusion and inclusion criteria to describe, analyse and discuss teacher and teacher educators’ professional development in Ethiopia since 1991. The results show the professional development initiatives helped teachers and teacher educators to construct knowledge, skills of doing action research, improve instructional practices and increase professional engagement. However, a low level of use of student-oriented techniques and, as a result, the poor performance of students reported. The findings of this review also highlight a need to reform professional standards for teacher educators. The review suggests more research is needed to show how professional development can contribute to enhancing teacher educator’s professional knowledge, skills, and engagement in Ethiopia.