ABSTRACT

A shifting policy landscape in Australian teacher education has led to the introduction of teaching performance assessment tasks in initial teacher education degrees, foregrounding data literacy practices. The aim of this research was to explore pre-service teachers’ uses of data to inform and evaluate their teaching practice as demonstrated in their Graduate Teacher Performance Assessment task. To do so, we drew on a pool of 37 assessment responses and a group interview held with six assessors and moderators of the task, analysing these through the Data Literacy for Teachers framework. In our analysis, we identified data use as both a central element of this framework and an area in need of further support, as illustrated by some pre-service teachers’ tendency to “throw all the data in”. Our research also confirms the importance of teaching-related knowledge to effectively use data. The findings suggest that such models can be useful for teacher education curriculum renewal in light of increasing requirements for teachers to be data literate. A revision to the model is also suggested, moving away from a linear approach and instead centring data use as the heart of data literacy.

摘要

澳大利亚教师教育政策格局的变化导致在初始教师教育学位中引入了教学绩效评估任务，突出了数据素养实践。本研究的目的是探索职前教师使用数据来告知和评估他们的教学实践，正如他们在研究生教师绩效评估任务中所展示的那样。为此，我们利用了 37 份评估回复和与该任务的六名评估员和主持人进行的小组访谈，通过教师数据素养框架对这些内容进行了分析。在我们的分析中，我们确定了数据使用作为该框架的核心要素和需要进一步支持的领域，一些职前教师倾向于“将所有数据投入”就说明了这一点。我们的研究还证实了教授相关知识对于有效使用数据的重要性。研究结果表明，鉴于对教师数据素养的要求不断提高，此类模型可用于教师教育课程更新。还建议对该模型进行修订，摆脱线性方法，而是将数据使用作为数据素养的核心。