Professional Learning Communities (PLCs) have been extensively studied for their impact on teachers’ professional development, yet research on pre-service English teachers in China, pivotal for nationwide English teaching assignments, remains scarce. This study explores how PLCs influence pre-service English teachers’ professional development across five knowledge domains. 30 pre-service English teachers, 2 teacher educators and 10 in-service middle school English teachers were involved in the study. Data was collected through field notes, written reflections and student interviews. Findings suggest substantial effects on personal, pedagogical and social knowledge, moderate influence on contextual knowledge, and no clear impact on sociological knowledge. The study contributes practical insights and theoretical implications for pre-service English teacher education and PLCs practice.

Wen Li. The Impact of Professional Learning Communities on Pre-service English Teachers’ Professional Development in China. Frontiers in Educational Research (2024) Vol. 7, Issue 9: 148-155. https://doi.org/10.25236/FER.2024.070923.

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