Developing a Professional Learning Community among Preservice Teachers


  • Nathan Bond Texas State University


preservice teacher education, professional learning communities, secondary education


This action research study examined the development of a professional learning community (PLC) among 20 preservice secondary teachers as they met regularly during a semester-long, field-based education course to share artifacts of learning from their professional portfolios.  The PLC model described by Hord and Tobia (2012) served as a framework for the implementation of this collaborative approach.  The findings indicated that some aspects of the preservice teachers’ PLCs worked well while others did not.  The participants enjoyed meeting with classmates, offering emotional support, and sharing their experiences from the university course and cooperating teachers’ classes.  However, they struggled with focusing attention on their high school students’ learning, selecting a PLC leader, managing their time, and offering constructive feedback to other group members.  The results suggest that the Hord and Tobia model of PLCs is useful and deserves further consideration from teacher educators working with preservice teachers.


Author Biography

Nathan Bond, Texas State University

Dr. Bond has teaches undergraduate and graduate education courses in one of his university’s professional development schools. His areas of expertise include teacher leadership, portfolio assessment, and foreign language pedagogy. 




How to Cite

Bond, N. (2013). Developing a Professional Learning Community among Preservice Teachers. Current Issues in Education, 16(2). Retrieved from