Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective

•Evidence of PRT’s impact on teachers’ professional development were found in all four dimensions of expertise in teaching.•Less than half of the papers mentioned participants’ learning gains in the seven types of knowledge of teaching.•More papers mentioned instances of participants’ learning gains in technical skills than in pedagogical skills.•PRT seemed to have increased teachers’ willingness, rather than real actions, to build a process for continued improvement.•The results suggested the need to embed teaching expertise framework in PRT practices.