Data use as the heart of data literacy: An exploration of pre-service teachers’ data literacy practices in a teaching performance assessment

McDowall, Ailie; Mills, Carmen; Cawte, Katie; Miller, Jodie

doi:10.1080/1359866x.2020.1777529

Cited by 13 publications

(9 citation statements)

References 15 publications

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“…Although there are increasing expectations for teachers to use data to make evidence‐based educational decision, the research on the implementation of teacher data literacies practice is still limited. Five reported the implementation of data literacies practice of in‐service teachers and pre‐service teachers (Boesdorfer et al, 2020; McDowall et al, 2020; Reeves, 2017; Reeves et al, 2016; Reynolds et al, 2019). For example, Boesdorfer et al (2020) conducted a nationwide questionnaire in the USA to examine secondary science teachers' perceptions of data‐driven instruction and data use.…”

Section: Resultsmentioning

confidence: 99%

“…Reeves (2017) described that pre‐service elementary school teachers mostly used data to evaluate student learning and assign grades, evaluate and modify instructions, and plan for the next step during student teaching. McDowall et al (2020) also indicated that test data was the most common form in implementing pre‐service teacher data literacies practice in an Australian teacher education programme. There was little evidence for pre‐service teachers to use data from multiple sources to form a holistic understanding of student learning and inform their future instruction.…”

Section: Resultsmentioning

confidence: 99%

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‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

Kim

2023

Review of Education

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In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion of pedagogical documentation could be broadened in teacher data literacies practice, little is known about teacher data literacies practice in implementing pedagogical documentation. To fill this research gap, we performed a scoping review of the studies to investigate the landscape of teacher data literacies practice with pedagogical documentation published from 2000 to 2020. Our scoping review employed Arksey and O'Malley's methodological framework and identified 62 studies in our review. Our analysis provided an overview of the existing studies on teacher data literacies practice with pedagogical documentation. The implications of its findings were discussed. Context and implicationsRationale for this studyDespite the increased demand for teachers to make data‐driven and evidence‐based decisions in teaching, to our knowledge this is the first review of teacher data literacies in implementing pedagogical documentation.Why the new findings matterOur scoping review identifies knowledge gaps in teachers' pedagogical documentation in diverse K‐12 settings, particularly in developing countries.Implications for educational researchers and policy makersIt also calls for more classroom‐based research on teacher data literacies practice in implementing pedagogical documentation and the need to further understand the relationship between teacher data literacies and pedagogical documentation. These implications are relevant for both educational researchers and teachers.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

Kim

2023

Review of Education

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“…In the literature, some studies address data used in different contexts. McDowall et al (2021) examined pre-service teachers' uses of data to inform and evaluate their teaching practice and found that while some preservice teachers demonstrated many of the skills related to data use, others needed support. Although the context for assessing data literacy in this study (data from a natural phenomenon) is different from the context of the studies mentioned above (student data), similar results are pointed to.…”

Section: Discussionmentioning

confidence: 99%

What do the Data Say? A Case Study with Pre-Service Teachers

Temel-Aslan,

Ertaş-Kılıç,

Unlu

et al. 2024

Sci Insights Educ Front

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Data literacy, which is considered among 21st century skills, is becoming increasingly important. In particular, incentives for data-driven decision-making draw attention to data literacy. Data literacy is also critical for teachers who need to use data in educational settings. Therefore, there is a need for data on whether teachers are equipped with data literacy competencies before their service. In this study, pre-service teachers’ data literacy competencies were examined. The case study approach was used in the study, which was conducted as qualitative research. The study group consisted of 61 pre-service teachers studying in three different undergraduate programs. Data were collected through the “What do the data say?” activity instrument. Rubrics were used to analyze the data. The findings of the study showed that while there was no difference in terms of using data and data communication, there was a statistically significant difference between the programs in terms of data recognition, comparing data and establishing relationships between data competencies, as well as total data literacy. In addition, it was found that the majority of pre-service teachers were partially inadequate or inadequate in terms of using data, data communication and total data literacy. Nearly half of them were partially inadequate or inadequate in comparing data and establishing relationships between data. The results indicated that pre-service teachers have certain deficiencies regarding data literacy.

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“…For example, Dutch Ministry of Education takes teachers' Data-driven decisionmaking ability as the main content of evaluating teachers' data literacy [45]. Australia regards teachers' Data-driven teaching decision-making ability as one of the core knowledge and skills of their performance assessment [46].…”

Section: ) Precision Teaching Decision-making and Teaching Interventionsmentioning

confidence: 99%

Research on Construction and Practice of Precision Teaching Classroom for University Programming Courses

2023

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Facing the challenges of programming courses teaching in university, this study constructs a precision teaching classroom for programming courses that integrates precision teaching theory. Firstly, this paper analyzes the realization conditions for precision teaching in programming courses, then designs the implementation process of precision teaching including three teaching phases and five teaching links, and finally carried out teaching practice in C Language Programming course. The practice results showed that in the precision programming teaching classroom, teacher-student interactions were more frequent and students had higher programming learning efficiency than in ordinary programming teaching classroom. Compared with the control class, students in the experimental class were more capable of grasping programming knowledge and had better programming problem-solving abilities, and most of them were highly satisfied with teaching design of precision teaching classroom for C Language Programming. Precision programming teaching classroom constructed by this research provides a more optimized and effective teaching method for university programming teaching. On the other hand, this study provides a practical case for the integration and application of precision teaching theory and university curriculum teaching.

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Data use as the heart of data literacy: An exploration of pre-service teachers’ data literacy practices in a teaching performance assessment

Abstract: as the heart of data literacy: an exploration of pre-service teachers' data literacy practices in a teaching performance assessment. Asia-Pacific Journal of Teacher Education, . (In Press

Cited by 13 publications

References 15 publications

‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

What do the Data Say? A Case Study with Pre-Service Teachers

Research on Construction and Practice of Precision Teaching Classroom for University Programming Courses

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