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

Preparing future teachers is essential to ensuring student success, yet, traditional teacher education programs often lack opportunities for deep reflection and collaboration. This dissertation explored how Professional Learning Communities (PLCs)—structured groups where teachers collaborate and reflect on their practice—can support preservice teachers as they develop their professional identity. Over five months, we examined how participating in PLCs influenced preservice teachers' ability to reflect on their teaching, collaborate with peers, and build confidence in their instructional abilities. Through surveys and interviews, we found that engaging in reflective discussions and peer support helped future teachers feel more prepared for the classroom. Additionally, this research reviews existing research on PLCs in teacher preparation and highlights recommendations to improve teacher training by integrating collaborative learning experiences. By strengthening professional growth during teacher preparation, PLCs can help new literacy educators enter the field with the skills and confidence needed to effectively support student learning.