Preservice Teachers’ Visualization of Their Future Professional Development: Depicting PLNs and Contemplating Teacher Identity

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Portfolios and Reflection in Teaching and Teacher Education SIG Roundtable Session (Table 4)

Abstract

This study explores how preservice teachers develop, visualize, and transform their Professional Learning Networks (PLNs) during an Introduction to Educational Technology course. Teachers rely on PLNs for ongoing professional growth. This research looks at how preservice teachers, introduced to PLNs in the course, visualize and evolve their networks. Through diagrams and qualitative analysis of reflections, the study examines PLN visualization elements, changes over time, and transformational thinking. Findings show that initial PLN visualizations are basic but become more strategic and purposeful as preservice teachers advance. The study highlights the need to integrate PLN development into teacher education and suggests future research should include longitudinal studies to track PLN evolution and its impact on practice.

Authors

• Lauren Bagdy, University of Georgia

• Vanessa Dennen, Florida State University

• Yujin Park, Georgia Southern University