Listening to my own and others’ voices: the experience of participants in teacher-education learning communities

This study aimed to understand the dynamics of these collaborative frameworks and what characterized the relationships between the preservice teachers and the in-service teachers. The study followed the experiences of 131 participants in seven professional learning communities, a mix of preservice and in-service-cooperating teachers, established as part of a year-long (2021–22) practicum course at a teacher-education college. The in-service teachers taught at the schools where the preservice teachers practiced. Data from four different sources were collected and analyzed using qualitative strategies. The findings revealed three key practices that characterized the interpersonal relationships in these learning communities: hearing all participants’ voices; creating a space governed by social-emotional principles; and acknowledging the clinical supervisor’s important role as leader of the learning community. Findings are discussed in relation to the existing professional literature, and conclusions and recommendations are drawn.