Developing data literacy: the merits of co-construction.

To date, multiple expectations in education (e.g. implementing formative assessment or differentiated instruction) require teachers to become data literate professionals. Interpreting student test results correctly and investigating possible causes for underperforming is, for example, essential to gain more insight into how to stimulate students' learning trajectories adequately. However, teachers' data literacy often fails. Therefore, we need to increase knowledge on how teachers learn to use data appropriately. This project addresses two lacuna in the current knowledge base on data literacy: (1) how is data literacy constructed collaboratively? And (2) which social network patterns contribute to teachers' data literacy development? Therefore, a collaborative project is designed together with the University of Twente, including a longitudinal data collection combining video-observations, data literacy testing and survey-research. The insights of this research will be essential for designing initiatives to support teachers to effectively use available data in their teaching and to increase their students' learning outcomes.

Keywords:TEACHER LEARNING, DATA LITERACY, SOCIAL NETWORK THEORY

Disciplines:Teacher education and professional development of educators