Using a Networked Professional Learning Community to Prepare Pre-service Teachers

Teacher Education’s primary goal is to prepare future teachers for K-12 classrooms, but there can be a disconnect between university teacher education coursework and what occurs in everyday classrooms (Darling-Hammond et al., 1999). Studies support that practicum-based school partnerships with universities can benefit pre-service and cooperating teachers (e.g., Yuan, 2016). This chapter discusses a networked professional learning community (NPLC) with two midwestern US school districts and a university. The research focused on two questions: How does a NPLC impact pre-service teachers’ practicum experiences, and what are the experiences of cooperating teachers within a NPLC? The stakeholders included university faculty, pre-service teachers, and cooperating teachers. The NPLC consisted of monthly meetings with cooperating teachers that provided professional development and classroom support. Data included written surveys, oral interviews, and reflections. Findings indicate a NPLC created solidarity and community across school districts and provided support and opportunity for cooperating teachers to enact strategies in their classrooms to promote student growth, but they needed more formal support for mentoring pre-service teachers. Pre-service teachers felt supported and connected to both the school district and the university but indicated the need for clearer communication on program expectations between the university and partner schools.