Equipping Preservice Teachers for Data Use: A Study of Secondary Educator Preparation Programs in Virginia

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2024-10-20 DOI:10.1177/00224871241286798

Michelle Hock, Tonya R. Moon, Coby V. Meyers

引用次数: 0

Abstract

Because data-informed decision-making (DIDM) can help teachers meet diverse learners’ needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs’ data literacy, despite licensure and accreditation requirements compelling EPPs to do so. In this study, we analyzed survey, document, and interview data from Virginia EPPs to determine what present practices for DIDM preparation are taking place across the state. Results point to a lack of uniformity among EPPs for how preparation is undertaken, and that PSTS seem to have limited coursework on data use. Additionally, there appears to be minimal collaboration between EPPs and clinical partners, such that PSTs infrequently have opportunities to engage in DIDM during field experiences.

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培养职前教师使用数据：弗吉尼亚州中学教育工作者准备课程研究

由于数据知情决策（DIDM）可以帮助教师满足不同学习者的需求（van Geel et al.然而，尽管执照和认证要求 EPP 必须这样做，但人们对 EPP 培养职前教师数据素养的方式却知之甚少。在本研究中，我们分析了来自弗吉尼亚州教育项目的调查、文件和访谈数据，以确定目前全州在 DIDM 准备方面的做法。研究结果表明，各教育规划方案在如何开展准备工作方面缺乏统一性，而 PSTS 在数据使用方面的课程似乎也很有限。此外，EPP 与临床合作伙伴之间的合作似乎很少，因此 PST 很少有机会在实地体验中参与 DIDM。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).