Preservice Teacher Concerns Regarding Data-Driven Decision-Making Practices

• In Event: Poster Session 1
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

This study explored pre-service teachers’ affective response to the concept of using Data Driven Decision-Making (DDDM) in their future classrooms. Participants’ concerns regarding DDDM were surveyed. Teacher concerns are an affective, motivation-based predictor of teacher use of specific innovations, and previous research suggests that practicing teachers’ are very resistant to the idea of using DDDM in their classrooms. While accrediting agencies require teacher education programs to prepare students to understand and use various forms of data to make instructional decisions, little research has explored this population with regard to DDDM. The current sample of pre-service teachers reported a non-user concerns profile in which they are resistant to the idea of using DDDM in their future classrooms.

Author

• Karee E. Dunn, The University of Tennessee - Knoxville