Introduction and aim

This paper presents preliminary findings of a study on data-based decision-making (DBDM) conducted in connection to a research and development program named Data-driven school improvement that took place in Sweden during 2020–2023 (Ifous, 2023).

The aim of this study is to examine how teachers with experience of DBDM perceive the use of data as support in their practice and to understand in what ways DBDM can help teachers in their daily practice.

Method

41 teachers and other school personnel (e.g. ICT-strategist) participated in group discussions that were recorded and transcribed. Non-affirmative pedagogical action theory (NAT) (Benner, 2023) was combined with critical hermeneutics according to Ricoeur (1993) as a methodological approach, to analyse empirical data related to teachers’ perspective.

Preliminary Results

First and foremost, teachers’ experiences are valuable, for themselves and other teachers. Analysis of the discussions show a reflective approach to DBDM and an engagement in working with and finding data-driven solutions. Many teachers described DBDM as something that should be a part of their daily practice. These teachers mentioned school culture as an obstacle as, for example, some of their colleagues was not open to examining their own teaching. There were also teachers displaying a more rigid attitude towards DBDM, who referred to their personal preferences when explaining their choices, but at the same time still engaged actively in the conversation.

Regardless of attitude they mainly used trial and error to collect and analyse data. There were contextual limitations for the digital tools that was used and many tool designed for learning management did not allow import or export of data. Still, working with data-driven methods enabled personnel to scrutinize procedures, reflect on the quality of these procedures and identify development areas. Data was also used to identify learning gaps (class-level), and to identify which, and when, students needed support (individual level).

References

Benner, D. (2023). On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung. In: Uljens, M. (ed) Non-affirmative Theory of Education and Bildung. Springer.

Ifous (2023). Jahnke, A. (red). Datadriven skolförbättring: Att bygga agerbar kunskap om sin verksamhet [Report of Research and development program].

Ricoeur, P. (1993). Vad är en text? (M. Fatton & B. Kristensson Uggla, Övers.) I: Kemp, P., & Kristensson Uggla, B. (eds) Från text till handling: en antologi om hermeneutik. Moderna franska tänkare, 4 uppl. Brutus Östlings Bokförlag: Stockholm. (originalutgåvan publicerades 1986).