Field-Embedded PLNs (Professional Learning Networks): Shaping Preservice Teachers’ Literacy Instruction and Support for Multilingual Learners

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Revolutionizing Biliteracy and Social Emotional Learning in Educative Spaces (Table 2)

Abstract

This study examines the impact of Professional Learning Networks (PLNs) embedded in field placements on pre-service teachers’ (PSTs) literacy instruction and support for multilingual learners. Using qualitative case study methodology, the research explores how PLNs influence PSTs’ beliefs, instructional practices, and collaborative learning. Data from a final methods course, including participant observations, self-reflection, and discussion posts, highlight the benefits of PLNs in fostering reflective practices and professional growth. The findings suggest that PLNs enhance PSTs’ capacity to implement effective literacy strategies, promoting a deeper understanding of teaching multilingual learners. This work informs teacher educators on integrating PLNs into teacher preparation programs to bridge coursework and practical experience.

Authors

• Shannon M. Kane, University of Maryland

• Loren Jones, University of Maryland

• Margaret Polizos Peterson, University of Maryland