Hoban, Garry and Brickell, Gwyn J., 2006, Using diagrams as reflective tools to represent the dynamics of classroom interactions, in P. Aubusson & S. Schuck (Eds.), Teacher Learning & Development: The Mirror Maze, Dordrecht, The Netherlands: Springer, 237-250.
Various tools and artefacts have been used to promote reflection, such as photographs, videos, interviews, postcards, and paintings. However, these artefacts and tools often present a static representation of teaching and do not capture the dynamics of classroom interactions. The purpose of this chapter is to elaborate how our student teachers engaged in self-study of their practice using diagrams as a reflective tool to explore dynamic teacherlearning interactions. Our pre-service teachers sketched diagrams to conceptualize the elements and relationships of classroom teaching before they went on their first practicum experiences. They revisited their diagrams after their practicum and modified them in light of their experiences. As a result of their reflections, the students added items to their diagrams, making them more dynamic. The diagrams became triggers for further reflection and discussions about practicum experiences.