Description
PurposeAnsyari et al.'s research (2020; 2022) highlights a lack of data literacy in teacher training programmes. Addressing this gap can equip future educators with the necessary skills to navigate the data-driven educational landscape. The study examines student-teachers' basic data literacy levels, motivations, and attitudes towards data use, aiming to empower future educators in this increasingly data-driven environment.
Theoretical framework
Data is a crucial tool in teaching and learning, providing insights for improving teaching methods and influencing student achievement (van Geel et al., 2016; Schildkamp et al., 2013). However, effective data use requires a sophisticated understanding of data literacy by teachers. Data literacy involves transforming data into actionable instructional knowledge, enabling teachers to transition from an instinctive process to a structured method of monitoring student progress (Mandinach & Gummer, 2016). Student-teacher readiness is crucial in this complex data landscape. Teacher education programmes should emphasise data literacy to prepare new teachers for effective teaching. In addition, motivation and attitude are also important factors in data use, shaping teachers' preparedness to navigate in a data-rich school environment (e.g. Sutherland, 2004; Datnow & Hubbard, 2016).
Method
This study aims to address these issues and explore the challenges and opportunities associated with data use in 7 teacher education programmes in Flanders (Belgium) (n = 164), including mapping motivation and attitudes towards data use, the self-estimation of student-teachers regarding basic statistical concepts, and an e-course focused on enhancing basic statistical knowledge.
Results
The first results indicate that certain statistical concepts, such as box plots, pose challenges for student-teachers. Regarding the motivation towards data use, student-teachers recognise the practical significance of incorporating data in their future classroom practices. They report the highest score on the identified motivation scale. Finally, student-teachers show a high level of cognitive attitudes towards data use.
Importance and connection to the conference theme
This study provides insights into how future teachers in Flanders handle and perceive the use of data. Effective data use is essential for improving teaching methods and student achievement, but it requires strong data literacy skills. Understanding the challenges and motivations of student-teachers can help improve teacher education programmes and ultimately enhance the quality of education. The study examines current data literacy among future teachers, offering insights for future improvements in teacher education. By focusing on data literacy, the study rethinks the role of data in education, promoting more effective and informed teaching practices.
| Period | 11 Feb 2025 |
|---|---|
| Event title | International Congress for School Effectiveness and School Improvement: Redefining Education: Purpose and Possibility |
| Event type | Conference |
| Location | Melbourne, AustraliaShow on map |
| Degree of Recognition | International |