Knowledge types in initial teacher education: a multi-dimensional approach to developing data literacy and data fluency

ABSTRACT

In this paper, we put forward a theoretical framework for understanding data literacy in initial teacher education. We have come to understand that data literacy is non-linear, non-hierarchical, and requires pre-service teachers to be able to work with a range of data sources to respond to the complexities of a classroom. Knowledge, therefore, can be seen as interconnected rhizomes. These rhizomes grow and are retained or a pruned as a result of direct instruction and vicarious experiences. Three theories have been presented here that enable researchers to grasp the complexities of data literacy. These theories being Technological Pedagogical Content Knowledge (TPACK), Rhizomes of Knowledge, and Knowledge in Pieces. Through understanding that knowledge may be formed in interconnected rhizomes that are activated to complete a task, a potent standpoint is offered for understanding the dynamic nature of knowledge and knowledge development in pre-service teacher education.

KEYWORDS:

• TPACK
• knowledge in pieces
• rhizomes of knowledge
• data literacy
• initial teacher education

Acknowledgments

The authors would like to thank Dr Vilma Galstaun for her ongoing support in this research study. This study was conducted with full HREC ethics approval.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Shannon Kennedy-Clark

Shannon Kennedy-Clark Associate Professor Shannon Kennedy-Clark is the Associate Dean, Teaching and Learning, at Sydney International School of Technology and Commerce. Shannon has held a number of academic positions at universities and education institutions both in Australia and overseas. Shannon has taught across the education sector and has enjoyed teaching students from primary school age to retirement. Her teaching areas include education and pedagogy, research strategies, ICT in education, and business and IT communication skills. Shannon is an active educational researcher, and she has worked independently and in collaboration with both Australian and international colleagues on a wide variety of educational research projects. Current research activities comprise the use of data to drive learning and teaching decisions; the analysis of individual and group problem solving with computer supported-learning; design-based learning and long-term design projects; pre-service teacher development; and measuring creativity in assessment.

Peter Reimann

Peter Reimann Professor Peter Reimann is a Professor in the Sydney School of Education and Social Work, and co-director of the Centre for Research on Learning & Innovation (CRLI) at the University of Sydney. Peter’s primary research areas have been cognitive learning research with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based technologies. Current research activities comprise, among other issues, the analysis of individual and group problem solving/learning processes and possible support by means of ICT, and analysis of the use of mobile IT in informal learning settings (outdoors, in museums, etc.). In addition to academic work, he has also worked as a reviewer for the IT R&D programs of the European Commission in various selections and projects.