Abstract The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.

中文翻译：

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“问、学、求”：数据素养教学探索

摘要 本研究探讨了职前和在职教师对教学数据素养的看法。对 12 名小学和特殊教育教师候选人进行了半结构化面试。调查结果揭示了参与者对形成性和总结性数据的误解；他们对形成性数据价值的理解；对与教学数据素养相关的挑战的看法，包括时间、理解数据以及可靠性和有效性；以及考生对真实数据素养指导的偏好。