Online Professional Learning Communities as Sites for Learning and Connection: Teacher Agency and the Rhizome

This paper responds to the themes of learning and connected communities and technology enhanced learning. It explores the relationship between teacher agency and online Professional Learning Communities (PLCs) – specifically the use of social media tools among trainee teachers. Using a discourse analysis methodology we present the early experiences and reflections of the curriculum development team and trainee teachers as we seek to integrate social media, both formally and informally into a distance-learning environment, merging the best practices of face-to-face and blended learning. The site of learning is a distance learning Postgraduate Certificate in Education (PGCE) provided by a large University in the North of England. This Master’s level course enhances the practice-based development of trainee teachers (leading to Qualified Teacher Status). It provides opportunities for trainee teachers to create and share knowledge, and to connect with educational theory, evidence informed research and pedagogical content knowledge (PCK). Originally established as face-to-face and blended provision, the curriculum development team has moved towards distance learning, and two cohorts are currently enrolled, constituted of 75 students. The University works in partnership with School Based Initial Teacher Training providers (SCITTs). The curriculum architecture of this PGCE is premised upon notions of Heutagogy, Rhizomatic Learning and Instructional Design. It embeds Master’s level attributes, promoting self-determined learning, high levels of autonomy, epistemic curiosity and a willingness to engage and participate. The affordances of social media tools supports the creation of learner-generated content, and emerging communities of practice, facilitated and moderated by several agents, including the curriculum team, the trainee teachers, and their mentors. We reflect on our ongoing research into participation in constructed and facilitated Professional Learning Communities. This paper contributes to debates surrounding heutagogy, PLCs, instructional design, and non-participation. It will be of interest to academics and practitioners seeking to debate social media in education and curriculum development, whether for blended, online or distance learning