Quality Teacher Education: A Review of Professional Learning Community

Abstract

Recently, there has been a rise in interest in teacher education, opportunities available for the professional development of teachers, and professional learning. Education should place a high focus on encouraging the growth of professional learning communities (PLCs) because of their capacity to improve teachers' professional development. In order to provide a thorough understanding of the significance of PLCs, this study conducts a systematic review of the literature to explore how professional learning communities support improving teacher professional development. Using the Preferred Reporting Items for Systematic Reviews (PRISMA) and Meta-Analyses, this study conducted a systematic review of the literature on the aspects of professional learning communities. Databases like Google Scholar, ERIC, Scopus, Science Direct, Springer and Academia were used in this study. These results can help teachers and school administrators build effective professional learning communities.