Professional development (PD) both influences and is influenced by teachers' emotions, yet emotions remain unaddressed in PD frameworks. This study pursues three objectives: (1) to offer a theoretical framework illustrating how PD processes influence and are influenced by teachers' emotions, (2) to systematically review how empirical studies have assessed teacher emotions in PD, and (3) to synthesize recommendations on how teacher educators can attend to emotions in PD. The literature review identified 25 studies, most of which assessed emotions as secondary outcomes (e.g., general emotional experiences) without a consistent theoretical framework. Assessments predominantly relied on interviews and focused on emotions related to implementation objects or general job experiences. Emotions were typically captured as current or retrospective emotions, with limited focus on prospective emotions. Key recommendations included promoting emotional awareness, supportive environments, and collaboration. For future directions, we propose a more systematic approach to theorizing and measuring teacher emotions in PD.