Research on teacher communities (TCs) for professional development reports positive impacts on teachers' work and students' learning outcomes. However, the lack of conceptual clarity regarding the constitution of TCs has been highlighted by scholars. This ambiguity complicates the comparison and evaluation of the impacts claimed by different studies. This systematic review focuses on the operational definitions and indicators of TCs in empirical studies. Drawing on analytical models designed for TC comparisons, the review highlights the variance in the way studies have approached the concept, identifies gaps in explicit operational definitions and indicators of TCs and suggests areas for exploration in future research designs. This systematic review offers the range and the scope of definitions and indicators that exist in the empirical research and is useful in informing discussions about community development and future designs.

中文翻译：

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对教师社区的操作定义和指标的系统评价


对教师社区 （TC） 促进专业发展的研究报告了对教师工作和学生学习成果的积极影响。然而，学者们强调了 TC 的构成缺乏概念上的明确性。这种模糊性使不同研究声称的影响的比较和评估变得复杂。本系统综述侧重于实证研究中 TC 的操作定义和指标。利用为 TC 比较设计的分析模型，该综述强调了研究处理该概念的方式的差异，确定了 TC 的明确操作定义和指标方面的差距，并提出了未来研究设计中的探索领域。本系统综述提供了实证研究中存在的定义和指标的范围和范围，有助于为有关社区发展和未来设计的讨论提供信息。