The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.
Kennedy-Clark, S., Galstaun, V., Reimann, P., Martyn, T., Williamson, K., & Weight, J. (2020). Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations. Australian Journal of Teacher Education, 45(7). https://doi.org/10.14221/ajte.2020v45n7.4