ABSTRACT
Professional Learning Communities (PLC) for teachers are part of a Continuing Professional Development (CPD) scheme. There have been many innovations published in PLC studies articles during its development. This article aims to provide an overview of the types of PLCs developed, the participation types, and a complete picture of PLC gathered from the perceptions of PLC members, as part of mapping the innovations related to this theme. This study describes a systematic review of several studies in the primary school context related to PLC. In total, 22 studies from 2009 to 2018 were identified that met the selection criterion. Result findings indicated several key points. First, three different types of PLC delivery were identified: face-to-face (F2F) sessions, online synchronous sessions, and blended learning sessions. Second, there were several types of PLC participation sessions including, scaffolding, coaching and mentoring, reflective dialogue, leadership, and strong relationships. The future limitations of this study will be discussed in this paper.
