Since the early 1990s, professional learning communities (PLCs) have been widely recognized
as an effective, extensively researched approach to professional development, school improvement,
and student learning enhancement as well as leadership development within educational
settings. Nevertheless, there remains a scarcity of research concerning the impact of this approach to
professional development within the context of initial teacher education. The present study is one of
the first to systematically examine the possibilities and potential of PLCs for student teachers in their
practical pedagogical studies (internship). In particular, the study examines whether Student-Teacher
PLCs (ST-PLCs) can be implemented in pre-teacher education and the perceptions of student teachers
concerning their participation and professional learning within an ST-PLC. A total of 56 students from
the University of Education Vorarlberg (Austria), the University of Málaga (Spain), and the European
University Cyprus participated in the study, responding to an online questionnaire and engaging
in focus-group interviews. The data collected indicated that ST-PLCs serve as a robust strategy
for collaborative learning and the development of professional competencies. An analysis of the
qualitative data showed that ST-PLCs are spaces where the reflection and analysis of teaching-related
topics are stimulated, supported, shared, encouraged, and enhanced.
