Influence of social dynamics on teacher education

Abstract

The teaching-learning process in a Master in Secondary Teaching is dataified in order to explore the possible codeterminations between social position in the classroom and autonomy of judgement. For this we use sociometric and evaluation indicators. Based on a sociometric questionnaire and a 360º evaluation, which contemplates both peer evaluation and self-evaluation, as instruments for data collection. The positions of centrality and marginality in the two data series are compared using sociometric procedures and descriptive statistics. The results obtained allowed to identify interferences between the individual scale and the group scale. Especially in terms of divergence between self and peer evaluation in relation to the position of centrality in the intellectual and social graphs. The difficulty introduced by the social context in the classroom is discussed. This approach is relevant to make visible mechanisms that, otherwise, would have remained hidden.