Sociograms as a Tool for Teaching and Learning: Discoveries From a Teacher Research Study

• In Event: 54.046 - Reciprocal Teaching and Relearning From Teacher Research

Abstract

Background:
This work highlights the bidirectional influences between a teacher-researcher and her faculty mentor. Through the act of teaching about teacher research and mentoring an in-service teacher through the process, both the teacher and faculty mentor experienced growth and discovery and insight about their own practice.
The use of sociograms as a way of representing and understanding data is closely explored in these paired essays. Using sociograms and other forms of visual representation of data is a cornerstone of how the faculty mentor both teaches and learns. When she encounters a complex concept or has to plan a writing project, she finds that drawing pictures not only helps in understanding the ideas but also reveals new possibilities. When she teaches teacher research, she observed that her students often encounter difficulty in seeing the connections between their ideas and the tensions inherent in planning and implementing a research project. Since visualizing ideas works well for her, she tends to use it both as a way of ensuring that her explanations in class are clear and also as a way to support her students’ ability to gain understanding and make new connections.
In this inquiry, sociograms were used both as a method for teaching teacher research and as a method for collecting and analyzing data in teacher research. In a classroom, sociograms can be used to represent and illuminate interpersonal relationships, group dynamics, and most forms of communication occurring within that space. In this study, the teacher-researcher used sociograms to explore peer relationships in an 8th grade setting. The use of sociograms revealed the complexity and changing nature of relationships among students. Moreover, as the faculty mentor and teacher-researcher worked together in applying the use of data visualization, they both engaged in learning and re-learning what they thought they knew about their own teaching and themselves.
Framework:
Teacher research is framed around repositioning the classroom teacher as the expert, knowledge-producer and meaning-maker rather than just a consumer of knowledge generated by others, typically through traditional university and college research. In this paper, the classroom teacher becomes the expert and the faculty member must engage in critical reflection regarding her own teaching practices. Authentic critical reflection calls for an examination of what is happening in the moment, why it matters, and how one will use that information to enact positive change.
Significance:
The key point of this work is the reality that teaching and learning are inextricably linked. The faculty member in this study was challenged in new ways when one of her students embraced the use of data visualization. That student and her interest was a catalyst for the faculty member to rethink how she taught these concepts. Being honest about your practice – its successes and shortcomings – is not always easy, but it is essential. This work argues for the importance of teachers at every level to engage in critical self-reflection about their practice.

Authors

• Tabitha Dell'Angelo, The College of New Jersey

• Cindy Sobieski