Explaining Differences in Data Use Based on Teacher Identity

• In Event: 53.041 - Research, Evaluation, Assessment, and Accountability in Schools: Showcasing the Work of Graduate Student Scholars

Abstract

Many decisions teachers make have an impact on pupils’ educational trajectories and opportunities, yet little is known about the way teachers make decisions. A qualitative study based on semi-structured interviews with 16 teachers in primary education (Belgium) was used to explore and explain underlying rational and intuitive processes when teachers define a problem. Based on differences in teacher identity, we concluded that strict teachers with cognitive focus use a wide array of data as well as intuitive cues. Compliant teachers with socio-emotional focus make very little use of data to define the problem. These conclusions are valuable for theory and practice since insight in the validity and reliability of teacher’s decisions of teachers is important to achieve equal educational opportunity.

Authors

• Kristin Vanlommel, University of Antwerp

• Roos Van Van Gasse, University of Antwerp

• Jan Vanhoof, Antwerp University

• Peter Van Petegem, University of Antwerp