A Collaborative Model to Support K-12 Pre-Service Teachers' Data-Based Decision Making in Schools: Integrating Data Discussions across Stakeholders, Spaces, and Subjects

Current teacher preparation programs have received scrutiny for failing to sufficiently support teachers in valuing and developing their knowledge of data literacy. The current study explores a collaborative approach to increasing pre-service teachers' experiences with data literacy by includin...

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Bibliographic Details
Published inAction in teacher education Vol. 43; no. 1; pp. 85 - 101
Main Authors Neugebauer, Sabina Rak, Morrison, Diane, Karahalios, Vicky, Harper, Evan, Jones, Haley, Lenihan, Shauna, Oosterbaan, Fenner, Tindall, Carly
Format Journal Article
LanguageEnglish
Published Routledge 02.01.2021
Subjects
Cooperative Learning
Counselor Training
Data Analysis
data-based decision making
Decision Making
Elementary Secondary Education
Field Experience Programs
Kindergarten
Literacy
Preservice Teacher Education
Preservice Teachers
Problem Solving
Program Descriptions
School Psychologists
Student Attitudes
teacher beliefs
Teacher Education Curriculum
Teacher preparation
Teaching Methods
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Summary:Current teacher preparation programs have received scrutiny for failing to sufficiently support teachers in valuing and developing their knowledge of data literacy. The current study explores a collaborative approach to increasing pre-service teachers' experiences with data literacy by including under-utilized data experts: school psychologists. Drawing from research on data literacy, activity theory perspectives of horizontal expertise, and field-based models, this study aims to inform teacher preparation curriculum and improve pre-service teacher data literacy. Using survey data, results indicate that pre-service teachers who participated in this K-12 field-based collaborative model increased their beliefs, understandings, and value of data, with the most growth found in confidence and understanding of school-wide data and problem-solving approaches.
ISSN:0162-6620
2158-6098
DOI:10.1080/01626620.2020.1842821