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This scoping review analyzes 52 empirical studies from 2015 to 2019, focusing on formally organized online teacher communities for professional development (oTPD). It identifies the complexity of oTPD processes, emphasizing the importance of teachers' internal factors, their interactions with content, facilitators, and peers. Scaffolding emerges as a key category, with four main concepts identified as critical for supporting oTPD: the teachers, their context, the online program, and the facilitation of a shared understanding.