An Investigation of the Influence of Professional Learning Communities on the Professional Identity of Preservice Teachers as Instructors of Literacy

• In Event: Poster Session III
  In Poster Session: An Investigation of the Influence of Professional Learning Communities on the Professional Identity of Preservice Teachers as Instructors of Literacy

Abstract

In this poster session, we share results from a quasi-experimental mixed-methods study that explored how participation in Professional Learning Communities (PLCs) influenced preservice teachers' professional identity. Over a five-month period, data was collected with baseline, midpoint and endpoint surveys measuring self and collective efficacy, and semi-structured interviews at the study’s conclusion. Findings revealed participation in PLCs fostered self-reflection and peer collaboration for preservice teachers, leading to increased professional identity as teachers of literacy.

Authors

• Megan Bagley, Utah State University

• Cindy Jones, Utah State University