“Once You’re Teaching, You’re Consumed With So Much!” A Longitudinal Study of Factors Influencing Preservice Teachers’ Sense of Efficacy for Teaching Critical Data Literacy in Social Studies

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Hidden Curricula and Emerging Discourses: Unpacking Preservice Teacher Development and Social Discourses in Social Studies Education (Table 11)

Abstract

This longitudinal study seeks to identify factors that influence pre-service and beginning teachers’ sense of efficacy with respect to teaching critical data literacy in social studies. We examined the beliefs and practices of ten pre-service teachers enrolled in a class on teaching data literacy in social studies. We then followed six of them through their pre-practicum and practicum. Findings suggest that pre-service teachers can gain a sense of efficacy with respect to teaching data literacy if they are provided with coursework that provides positive efficacy information. However, it also suggests that it may be rare for pre-service teachers to continue to receive support through their field experiences, reducing their sense of efficacy and commitment to teaching critical data literacy.

Authors

• Tamara L. Shreiner, Grand Valley State University

• Mark J. Guzdial, University of Michigan