Across the United States, Europe and the United Kingdom there has been a shift in educational policy towards evidence-based decision-making within schools (Mandinach, 2012; Schildkamp, Karbautzki, & Vanhoof, 2014; Scottish Government, 2017). This shift is marked by increasing political pressure on national education systems to account for perceived deficiencies in educational outcomes for pupils. This has resulted in increased calls for teachers to engage in data-driven decision-making (DDDM). However, research suggests that some teachers feel threatened by the concept and under prepared to engage in DDDM (Dunn, Airola, Lo, and Garrison, 2013a). Also, there is emerging evidence that many teachers do not systematically use data within their reflective practice or if they do, they only trust the data that confirms their intuition rather than using data to shape their professional judgements (Dunn, Airold & Garrison, 2013b). These findings suggest that in-service teachers may lack the skills, motivation or positive attitude towards the objective use of data to support their professional judgements. However, what is less well understood is how pre-service teachers are best prepared to utilise the variety of data available to them and what factors affect their use of data within their reflective practice. Therefore, this research aims to explore final year Initial Teacher Education (ITE) students’ attitude towards the use of data within their professional reflection.
Teachers’ attitudes and beliefs towards the use of data is complex. It is widely accepted that teachers’ attitudes and beliefs influence their action in the classroom. Therefore, information about teachers’ reasoning (both conscious and unconscious) is required. Research suggests that ‘belief’ describes the ideas that influence teachers’ decision-making regarding pedagogy, classroom behaviour and the way they organise lessons (Beck and Lumpe, 1996). Whereas Pajares (1992) suggests, “when clusters of beliefs are organised around an object or situation and predisposition to action, this holistic organisation becomes an attitude” (p.314). We argue that attitude is a psychological tendency to evaluate an object (in this case the use of data by teachers) in terms of favourable or unfavourable, and attributes dimensions such as good/bad or positive/negative (Ajzen, 2001). It is the evaluative element of this definition which plays a central role in distinguishing attitude from the concept of belief, which we suggest is more related to faith in or confidence that a principle can be accepted as true, often without proof; or opinions, which are a personal belief or judgement which may or may not be formed through recourse to evidence. Once formed, attitudes become stable, can be difficult to change, and are highly context dependent. Ajzen (2001) suggests that attitude is a complex construct composed of multiple dimensions or sub-components which require to be evaluated separately, since these contribute to varying degrees towards the overall object of attitude. If we are to better understand the object of student teachers’ attitude towards the use of data then we need to understand the dimensions or sub-components that reflect that attitude.
Drawing upon Bandura’s social learning theory to characterise the dimensions of student teachers’ attitude towards the use of data within their professional reflections, this research explores the dimensions relating to the domains of cognitive belief (Perceived Relevance and Perceived Difficulty), the affective state (Anxiety, Enjoyment) and perceived control (Self-Efficacy, Context Dependency).