Teachers pose inquiry questions mostly about their students, not their own teaching, indicating teaching data remains a novel concept¶

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? Teachers' formulated inquiry questions targeted student engagement and teaching effectiveness rather than their own teaching data. → 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

Think-aloud interview question Q3 with ten teachers. The discussion adds that even when their goal is to change teaching, "teachers do not aim at collecting teaching data", which remains "a novel concept for teachers, not widespread in practice".

"The inquiry questions that teachers formulated were mostly targeted at student engagement, e.g., "Which method would make students more actively involved?" "To what extent could a student work on their own?""

Discussion¶

Related Claims¶

• Teachers would engage in analytics-informed inquiry if they saw direct benefits for student outcomes and the process were a regular part of their work — related
• Most schools engaged in inquiry cycles, but teams completed only about half of the cycles they initiated, averaging 3.2 cycles per year — related
• Pre-service teachers struggle with instructional design and lesson planning despite existing standards and coursework — related
• Teachers reported redesigning instruction toward learner question formulation, comparison, and inquiry when using AI — related