Title

Developing authentic data literacy in pre-service teacher education programs through action research

Authors

Shannon Kennedy-Clark, The University of Notre Dame AustraliaFollow
Vilma Galstaun
Peter Reimann
Boris Handal, The University of Notre Dame AustraliaFollow

Publication Details

Kennedy-Clark, S., Galstaun, V., Reimann, P., & Handal, B. (2018). Developing authentic data literacy in pre-service teacher education programs through action research. ICICTE 2018: International Conference on Information Communication Technologies in Education.

http://www.icicte.org/assets/4.1_kennedy-clark_galstaun_reimann_handal.pdf

Abstract

In this paper, we discuss the results of a study that investigated how best to prepare Pre-Service Teachers (PST) for professional experience in an Australian university. Recently, there has been a gathering interest in data literacy in the higher education system. In order to develop the PST’s data literacy, we developed an online module of work whereby PST worked together to produce a range of data driven visualisations. Forty-four PST participated in the study. Data sources discussed include PST post-intervention surveys and deliverable action research projects. The preliminary results of the study indicated that the perceived benefits of the data literacy initiative for PST was that it improved their teaching and understanding of what works in a classroom.

Keywords

education, teachers, pre-service, professional experience, data literacy

Link to Publisher Version (URL)

http://www.icicte.org/assets/4.1_kennedy-clark_galstaun_reimann_handal.pdf