The following table offers a selection of resources focused on Student Professional Learning Communities (PLCs). These materials provide insights into the concept, implementation, and impact of PLCs within educational settings, particularly for students and educators. Whether you’re new to PLCs or looking to deepen your understanding, these resources offer valuable information to support your learning and professional growth.
| GERMAN RESOURCES | |
|---|---|
| Theurl, P., Frey, A., Frick, E., Kikelj-Schwald, E., Pichler, S., & Rümmele, K. (2023). Professionelle Lerngemeinschaften in den pädagogisch-praktischen Studien im Bachelorstudium „Lehramt Primarstufe“. F&E Edition, 28, 93-107. https://www.ph-vorarlberg.ac.at/fileadmin/user_upload/RED_SOZ/PDFs/F_E_28/FE28_12.pdf | This is a German-language article published in the journal F&E Edition 28 by the University of Education Vorarlberg. It discusses the integration of Professional Learning Communities (PLCs) into the teacher education program, specifically within the practical internships for primary school teaching students. The article is part of the TePinTeach project, launched under Erasmus+ in 2019, and it highlights the structure, goals, and positive outcomes of these communities in enhancing students’ professional skills and reflective practices. |
| ENGLISH RESOURCES | |
|---|---|
| Theurl, P., Frick, E., & Barrios, E. (2024). Professional Learning Communities of Student Teachers in Internship. Education Sciences, 14(7), 706. https://doi.org/10.3390/educsci14070706 https://www.mdpi.com/2849330 | This article, published in Education Sciences, explores the implementation and impact of Professional Learning Communities (PLCs) tailored for student teachers during their internships. The study examines how these PLCs enhance professional development, collaboration, and reflective practices among pre-service teachers. Participants from universities in Austria, Spain, and Cyprus were involved, as part of the Erasmus+ project TePinTeach, and the findings suggest that PLCs are effective tools for preparing future educators for collaborative professional environments. |
| TePinTeach – Professional Learning Communities as a Means for Bringing Teacher Professionalization in Teacher Education https://www.tepinteach.eu/ | The link leads to the official website of the TePinTeach project, which is an Erasmus+ initiative focused on integrating Professional Learning Communities (PLCs) into teacher education programs across Europe. The project aims to enhance the professional development of student teachers by fostering collaboration and reflective practices during their internships. On the website, you can find detailed information about the project’s objectives, participating institutions, resources, and results, as well as news and events related to the ongoing work within the TePinTeach framework. |
| SPANISH RESOURCES | |
|---|---|
| Barrios, E., Sanchidrián, C., y Carretero, A. (2021). Comunidades Profesionales de Aprendizaje en la formación práctica inicial de profesorado: La perspectiva del alumnado. In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red (pp. 251-266). Editorial Universitat Politècnica de València. http://dx.doi.org/10.4995/INRED2021.2021.13685 | This conference paper presents student teachers’ perspectives on an innovation project conducted during one of the practicum periods of the Bachelor’s Degree Programme in Primary Education at the University of Malaga (Spain). The project adhered to the principles and collaborative model typical of Professional Learning Communities (PLCs). Thirteen fourth-year students participated in the nine-week experience, during which they completed a full-time internship in schools. The study employed a mixed-methods concurrent design, gathering information through an anonymous questionnaire with both closed and open questions, as well as from participants’ reflections recorded in their practicum portfolios. Notably, the findings reveal that participants generally perceived the PLC as beneficial, both as emotional support during their internship and for the development of key professional skills, such as structured collaboration and effective group communication, alongside joint reflection on educational issues. The paper concludes by reflecting on the potential benefits and challenges of introducing PLCs in initial teacher training contexts. |
| Barrios, E., Torres, M., Carretero, A., Sanchidrián, C., & Arjones, A. (2024). Innovación en el Prácticum del Grado en Educación Primaria mediante Comunidades Profesionales de Aprendizaje. Paper presented at the Congreso Internacional Multidisciplinar de Investigación Educativa (CIMIE) 2024, Granada, 4-5 July. https://riuma.uma.es/xmlui/handle/10630/32466 | The purpose of this conference contribution is to report the findings of a study on an innovation project developed in a school placement of the Primary Education Programme at the University of Málaga during the 2022-2023 and 2023-2024 academic years, where participating students collaborated in Professional Learning Communities (PLCs). This paper outlines the implemented innovation and its foundations, describes the mixed-methods research design used, presents and discusses the main findings, and draws implications for initial teacher education. Among these implications, the suitability of PLCs as a strategy for collegial training in teaching practices is highlighted, as they promote reflective dialogue, the acquisition of practical skills, and mutual support. |
Leave a Reply