Professional learning communities enable teachers to collaborate and upgrade their
skills to enhance student learning. Nevertheless, professional learning communities vary
widely in practice, especially between the developed and developing countries. This review
paper discusses the background and development of professional learning communities. It
begins with the various definitions of professional learning communities. It then goes into
developments and practices in Britain and the United States of America. It then focuses on
three models of PLCs: the Senge model, the DuFour model and the Hord model. The
similarities and differences in aspects of the three major models are discussed. This paper also
covers some differences in practice of PLCs in developed and developing countries, with
particular reference to the Asian experience. Finally the role of technology in developing
professional learning communities is discussed, and some suggestions for future consideration
are given.