"I Can See the Benefits": Preservice Teachers' Evolving Views on Data-Driven Decision Making

• In Event: Preservice Teachers: Bridging Theory to Practice

Abstract

The goal of this study is to understand the evolving views of preservice teachers about using data to drive decision-making in classroom settings. Conceptual change theory was used as a framework for this qualitative study. Preservice teachers enrolled in an educational psychology class completed pre-and-post instruction surveys documenting their beliefs and understandings about data in the classroom. Qualitative content analysis revealed that there was a shift in how preservice teachers viewed data. After completing the unit, most preservice teachers’ perspectives moved from the tested student to the teacher, focusing on using data for instructional decisions. We argue that this shift represents a moment of conceptual change as preservice teachers address their naïve theories and misunderstandings of data through carefully-designed instruction.

Authors

• Anne L Skutnik, The University of Tennessee - Knoxville

• Christie Patti, The University of Tennessee - Knoxville

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