Data Driven Decision Making in Teacher Education: Perceptions of Pre-Service Teachers and Faculty Who Teach Them

Abstract

ABSTRACT Integrating data driven decision making into teacher preparation programs has been called for by several researchers in order to help lessen the barriers teachers face in using data in their teaching. This mixed methods study examined the perceptions of data use in education by pre-service teachers (N = 112) and perceived knowledge and skills required for successful use from both pre-service teachers (N = 6) and the faculty who educate them (N = 5). Results have implications for teacher preparation programs considering data literacy integration and for researchers aiming to understand the best ways to encourage data driven decision-making skills and knowledge in pre-service teachers.