Abstract
This study describes a semester-long, civics-focused Professional Learning Community (PLC) with five elementary pre-service teachers (PSTs). Using inductive qualitative analysis of meeting transcripts, reflections, and field notes, three themes emerged: the PLC increased PSTs' confidence in integrating civics across the curriculum, built community through shared practicum experiences, and provided resources that broadened their understanding of civic learning. Findings suggest PLCs offer a promising structure for preparing elementary PSTs to prioritize civic education in their future classrooms.
Recommended Citation
Sands, Helena M.; DiGiacomo, Daniela Kruel; Darolia, Laura; Muetterties, Carly; and Mobley, Stephanie
(2026)
"“I want my students to be knowledgeable about civics”: Supporting pre-service teachers through a civics-focused PLC,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 12:
Iss.
2, Article 4.
DOI: https://doi.org/10.61611/2995-5904.1082
Available at:
https://digitalcommons.murraystate.edu/ktej/vol12/iss2/4
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Elementary Education and Teaching Commons, Higher Education Commons, Language and Literacy Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Social and Philosophical Foundations of Education Commons