ABSTRACT

Against the background of a data-driven education system that has detrimental effects on teachers’ personal and professional lives, we report on an exploratory project in which seven primary teachers in England shared experiences of literacy teaching through generating ‘small’ data visualised on postcards. Thematic analysis of their data-sharing discussions identified three purposes for which they used data: demonstrating to others; reflection on practice; reviewing professional lives. We propose that the project worked – albeit temporarily – to recalibrate teachers’ relations with data, foregrounding relational, embodied and ethical dimensions of teaching, and argue for the professional importance of open-ended, teacher-led data engagements.

摘要

在数据驱动的教育系统对教师的个人和职业生活产生不利影响的背景下，我们报告了一个探索性项目，其中英格兰的七名小学教师通过生成明信片上可视化的“小”数据来分享识字教学经验。对他们的数据共享讨论的主题分析确定了他们使用数据的三个目的：向他人展示；实践反思；回顾职业生涯。我们建议该项目工作——尽管是暂时的——重新校准教师与数据的关系，突出教学的关系、体现和伦理维度，并论证开放式、教师主导的数据参与的专业重要性。