Graduation Year

2025

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Jennifer Jacobs, Ph.D.

Committee Member

Sophia Han, Ph.D.

Committee Member

Tony Tan, Ph.D.

Committee Member

Sara Flory, Ph.D.

Keywords

Collaborative Learning, Emotional Support, Identity Formation, Teacher Education Programs

Abstract

This research provided insight into how peer networks related to the professional learning of TC as they moved through an elementary teacher preparation program. These formal and informal peer networks helped nurture collegiality among TCs to aid learning and provide emotional support, which allowed an edge toward forming an identity. This study examined the particular role of teacher networks in TCs’ learning (Al Sultan, 2021; Anderson et al., 2022). The study applied Social Constructivism and Communities of Practice frameworks to analyze the influence of peer networks on the development of teaching skills and professional identities. Data from TCs participating in the research were gathered as a qualitative study to evaluate these networks' structure, formation, and effectiveness. The findings highlighted that peer networks served as both emotional and professional ecosystems that shaped TCs’, collaboration, resilience and identity development.

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