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.

中文翻译：

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为职前教师配备数据使用：弗吉尼亚州中学教育工作者准备计划研究


由于数据知情决策 （DIDM） 可以帮助教师满足不同的学习者需求 （van Geel et al.， 2016），因此教育工作者准备计划 （EPP） 必须确保职前教师 （PST） 培养有效使用数据所需的数据素养技能。然而，人们对 EPP 努力培养 PST 数据素养的方式知之甚少，尽管许可和认证要求迫使 EPP 这样做。在这项研究中，我们分析了来自弗吉尼亚州 EPP 的调查、记录和访谈数据，以确定全州目前正在进行的 DIDM 准备实践。结果表明，EPP 之间在准备方式上缺乏统一性，并且 PSTS 在数据使用方面的课程似乎有限。此外，EPP 和临床合作伙伴之间的合作似乎很少，因此 PST 在现场体验期间很少有机会参与 DIDM。