Empowering Pre-Service Elementary Teachers Through Communities of Practice to Support Struggling Readers

• In Event: Roundtable Session VI
  In Roundtable Session: Preservice Teachers Supporting Students' Reading and Writing and Community-Based Pedagogies

Abstract

This study examines how Professional Learning Communities (PLCs) within Collaborative Continuous Improvement in Education (CCIE) models enhance reading instruction. Focusing on preservice teachers (PSTs), it explores how PLCs foster collaborative learning, support evidence-based strategies, and promote equity in addressing reading challenges. Through case study methodology, PSTs engaged in focused discussions to analyze data, inform teaching practices, and build confidence in reading instruction. The findings contribute actionable insights for integrating CCIE principles into teacher preparation programs.

Authors

• Pam Bazis, University of Nebraska-Lincoln

• Emily Ann Fisher, University of Nebraska - Lincoln

• Misty Lynn Banks Noon, University of Nebraska Lincoln