TEACHER COMPETENCY DEVELOPMENT THROUGH PROFESSIONAL LEARNING COMMUNITIES: A CHRONOLOGICAL REVIEW
DOI:
https://doi.org/10.35631/IJMOE.832004Keywords:
Chronological Review, Professional Learning Communities, Teacher Collaboration, Teacher Competency, Teacher Professional DevelopmentAbstract
Professional Learning Communities (PLCs) have increasingly been recognised as an important mechanism for strengthening teacher competency through collaborative learning, reflective practice, knowledge sharing, and continuous professional development. Despite growing scholarly attention to PLCs, the development of research linking PLC practices with teacher competency remains fragmented, and limited evidence has systematically traced how this field has evolved over time. Therefore, this chronological literature review examines the evolution, growth, and changing research emphasis of teacher competency development through PLCs between 2007 and 2026. A systematic advanced search was conducted using the Scopus database, employing combinations of the key terms “Teacher Competency,” “Professional Learning Communities,” “Teacher Professional Development,” “Teacher Collaboration,” and “Teacher Learning.” Following systematic screening and eligibility assessment, 91 primary research articles (n = 91) were retained for chronological analysis. The publication trajectory was classified into three distinctive phases based on temporal patterns and research intensity: (1) Emergence and Conceptual Formation (2007–2014), characterised by the establishment of foundational concepts connecting collaborative professional learning with teacher development; (2) Consolidation and Gradual Expansion (2015–2021), reflecting broader empirical investigation and increasing recognition of PLCs as a mechanism for professional growth; and (3) Acceleration and Research Intensification (2022–2026), marked by a substantial increase in scholarly attention and diversified research perspectives. Overall, the findings demonstrate a clear progression from conceptual exploration towards increasingly intensive and empirically oriented investigations. This review provides a structured understanding of the intellectual development of the field and highlights PLCs as an increasingly significant platform for advancing teacher competency and sustained professional learning.
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