Teachers' motivation to analyze their teaching falls into four broad categories: self-analysis, understanding students, change, and problems¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? In think-aloud interviews, ten teachers' stated motivations for analyzing their teaching grouped into self-analysis of work methods, understanding students, change, and problems. → 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

Thematic analysis of think-aloud interviews with ten Estonian secondary school teachers working through the AMTI template (iteration 2). Seven teachers cited self-analysis motives, five understanding students, and five change; the article reports "four broad categories: self-analysis (of work methods), understanding students, change, and problems".

"In our study, teachers' motivation to analyze their own teaching falls under four broad categories: self-analysis (of work methods), understanding students, change, and problems."

Discussion¶

Related Claims¶

• Two teacher-researchers using the AMTI in real classes found the collected data informative and useful, demonstrating the model's feasibility — related
• Teachers see high workload, habits, low-quality data and skills, and predisposition as the main constraints on data-informed analysis, and none regularly collect teaching data — related
• Teachers' voluntary individual adoption activities fall into two categories — investigating new computer resources and experimenting with altered teaching methods and classroom arrangements — associated with informational through consequence stages of concern — related