M.L Dumisa-Professional Learning Networks Presentation.pptx

This presentation explores the definition and importance of PLNs, especially for Pre-service teachers. It looks at things from the perspective of academia. In compiling this presentation academic journal articles were used. This includes articles written by:

1. Lautenbach, G., & Batchelor, J. (2015, June). Putting personal learning networks to work: Professional learning and the pre-service teacher. In EdMedia+ Innovate Learning (pp. 857-861). Association for the Advancement of Computing in Education (AACE).

2. Poortman, C. L., Brown, C., & Schildkamp, K. (2022). Professional Learning Networks: A Conceptual Model and Research Opportunities. Educational research, 64(1), 95-112.

3. Ucan, S. (2023). The influence of virtual professional learning networks on pre-service teachers’ professional learning and growth. Bartın University Journal of Faculty of Education, 12(4), 729-741.

1. Professional Learning Network (PLN) Mr. M.L. Dumisa

2. What Is a Professional Learning Network (PLN)? Professional Learning Networks (PLNs) can be described as ‘any group that engages in collaborative learning with others outside of their everyday community of practice in order to improve teaching and learning’ (Brown and Poortman 2018, 1). This is a broad description, encompassing a large range of network types, both within school and across schools. PLNs provide great spaces for teachers to exchange ideas, collaborate and share resources, and engage in meaningful discussions about teaching practices and trends in education.

3. Characteristics/Features of PLNs From Poortman et al. (2022): Features highlighted by Stoll et al. (2006): Shared values and vision. Collective responsibility. Reflective professional inquiry. Collaboration. Promotion of group, as well as individual, learning. Lomos , Hofman , and Bosker (2011, 139) highlight ‘the concept’s key dimensions: Reflective dialogue. Feedback on instruction. Collaborative activity. Shared sense of purpose. A collective focus on student learning.

4. Benefits of PLNs for ICT Pre-Service Teachers: Batchelor and Lautenbach (2015) highlighted that PLNs: Allow pre-service teachers to harness the power of partnerships through digital communication with expert teachers, for example, enabling their transition from being students to becoming education professionals. Offer pre-service teachers with opportunities to share resources, collaborate, strengthen pedagogies and practices, allow for self-reflection, and peer validation in the future – as long as the relationships are maintained.

5. Possible Challenges Concerning PLNs: Some pre-service may feel not ready to share their own ideas and perspectives. Lack of English language skills may also pose a challenge towards pre-service teachers, especially in their early years in tertiary. Lack of digital skills (which may only be applicable to ICT pre-service teachers in their first year).

6. Conclusion: In summary, the engagement of pre-service teachers in Professional Learning Networks significantly impacts their learning, professional identity, and skill development, while also presenting challenges that need to be addressed through educator support and guidance. Furthermore, it better prepares them for the work environment which in most cases tends to be different from what they had anticipated it to be.

7. References: Lautenbach, G., & Batchelor, J. (2015, June). Putting personal learning networks to work: Professional learning and the pre-service teacher. In EdMedia + Innovate Learning (pp. 857-861). Association for the Advancement of Computing in Education (AACE). Poortman , C. L., Brown, C., & Schildkamp , K. (2022). Professional Learning Networks: A Conceptual Model and Research Opportunities. Educational research , 64(1), 95-112. Ucan , S. (2023). The influence of virtual professional learning networks on pre–service teachers’ professional learning and growth. Bartın University Journal of Faculty of Education , 12(4), 729-741.