The sense-making and interpretation steps of teacher inquiry models proved confusing for teachers¶
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Evidence · 1 study · designr3·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
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q2 i? Teachers found distinguishing sense-making (finding patterns) from interpretation (adding pedagogical knowledge) difficult, as the two seem to happen simultaneously but not consciously. → Saar 2022
Evidence¶
Saar 2022¶
Saar, M., Rodríguez-Triana, M. J., & Prieto, L. P. (2022). Towards Data-Informed Teaching Practice: A Model for Integrating Analytics with Teacher Inquiry. Journal of Learning Analytics, 9(3), 88–103. https://doi.org/10.18608/jla.2022.7505
q2 · i? · design · r3
Finding from the think-aloud interviews with ten teachers in iteration 2, reported in the discussion of RQ1. Because of this difficulty, the improved model added examples of teachers' use of analytics as possible options, and the expert panel suggested directing teachers to seek assistance from colleagues, literature, or training.
"The sense-making and interpretation steps (Molenaar & Knoop-van Campen, 2018), however, proved rather confusing for teachers (looking for patterns in the data and interpretation of the outcomes"
Discussion¶
Related Claims¶
- Teachers actively synthesize professional-development practices with their own context rather than transferring them intact — related
- Elaborated discussion of narrated emotions supports teacher professional learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sense-making-interpretation-steps-confusing-for-teachers |
title |
The sense-making and interpretation steps of teacher inquiry models proved confusing for teachers |
description |
The sense-making and interpretation steps of teacher inquiry models proved confusing for teachers |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — saar-2022 |
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