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The purpose of this scoping review is to examine the literature regarding formally organised online teacher communities emphasising teachers' online professional development (oTPD) focusing on studies that took place between 2015 and 2019. By mapping and synthesising 52 empirical studies, a wide range of online programmes are represented. The analysis reveals oTPD as complex processes. Teachers’ internal factors were crucial in their dynamic interactions with the content, facilitators and peers. Scaffolding became the overarching category. Four main concepts were revealed as central for scaffolding oTPD: The teachers, their context, the online programme and facilitating a shared understanding.
Dille et al. (Mon,) studied this question.
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