Learning to teach: a multiple case study analysis on the role of professional learning community participation on pre-service teachers enrolled in a professional development school teacher preparation program

Pre-service teaching experiences can influence future teaching practices. The participation of pre-service teachers (PSTs) in a Professional Learning Community (PLC) increases the likelihood of a mental model shift away from the traditional norms of autonomy that characterize teaching. The purpose of this multiple case study analysis was to explore the perceived influence of PLC exposure on PSTs enrolled in a Professional Development School (PDS) teacher preparation program; specifically in the areas of knowledge, interactions, shared practice, and strategies. The design of the study was qualitative; each PST enrolled in the PDS teacher preparation program was viewed as an individual case. The data were gathered via semi-structured interviews, observations of PDS pre-service teacher PLC meetings, and collection of PST journals. The PSTs acknowledge the positive influence of PLC participation on their knowledge base, interactions with one another, as well as with others in the school community, on their perceptions of shared practice, and on their instructional, organizational, and assessment strategies. PST PLC participation resulted in increased self-confidence, the realization that peers can be resources, and the understanding that teaching does not have to be an isolating profession.

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2012

Author dc:creator

• Gonzalez-Perez, Lissette

Contributors dc:contributor

• Meredith, Corine

• Professional learning communities; Teachers--Training of
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/173

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1172