Abstract
Data use in teacher education to enhance instruction has proven to be a persistent challenge. Its effective implementation hinges upon various factors, including educators’ conceptions of learning, their disciplinary and pedagogical expertise, as well as the conditions provided by the educational organization. A mixed-methods study tackled this complexity by combining three years’ worth of quantitative data from a sample of 60 schools with a qualitative analysis of 12 cases from standout schools. Findings reveal that organizational conditions serve as significant predictors of data use for improvement and accountability purposes. However, the type of pedagogy employed by teachers emerged as a key predictor for evidence use aimed at enhancing instruction. These results suggest the need for a comprehensive approach that considers both organizational aspects and pedagogical practices in efforts to promote effective data use within the educational context. This study provides valuable insights into the factors influencing the efficacy of data implementation for teaching enhancement, underscoring the importance of addressing both structural aspects and professional practices in the development of educational policies and programs.
Presenters
Jorge Rojas BravoProfesor Asociado, Facultad de Educación, Universidad de Concepción, Bío-Bío, Chile
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
TEACHER SENSE MAKING, DATA USE, INSTRUCTIONAL DATA USE
