Abstract

We explore how educators interpret classroom sociograms and use their network-related ideas to inform pedagogical decisions. A workshop titled CLASSNET was designed based on social network research evidence in education and collaborative learning techniques (CLTs). CLASSNET was implemented during 2022 and 2023 with a sample of in-service (43) and pre-service science teachers (136). Qualitative analysis of their pedagogical decisions in 2022 led to the revision of CLASSNET's content in 2023, where we added CLTs and group-level activities. Results highlight the tendency for educators to propose prescribed teaching methods, while overlooking the classroom social ecology and protocols for group formation. We explore whether the analysis of classroom social networks informs further teaching decisions and the nature of these network-driven ideas. We emphasise the importance for teacher education programmes to reinforce their efforts in providing research-based and practical opportunities for future teachers to create supportive learning environments by leveraging students' social processes, a challenging endeavour where classroom network analysis shows potential.