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Individual, co‐operative and collaborative data use: A conceptual and empirical exploration
Author(s) -
Van Gasse Roos,
Vanlommel Kristin,
Vanhoof Jan,
Van Petegem Peter
Publication year - 2017
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1002/berj.3277
Subject(s) - interdependence , flemish , context (archaeology) , qualitative property , conceptual framework , storytelling , empirical research , psychology , qualitative research , knowledge management , computer science , sociology , epistemology , narrative , social science , paleontology , linguistics , philosophy , archaeology , machine learning , biology , history
In recent decades, the belief has originated that data use contributes to more thought‐out decisions in schools. The literature has suggested that fruitful data use is often the result of interactions among team members. However, up until now, most of the available research on data use has used ‘collaboration’ as an umbrella concept to describe very different types of interaction, without specifying the nature of collaboration or the degree of interdependency that takes place in interactions. Therefore, the current study investigates and describes Flemish teachers’ individual, co‐operative and collaborative data use. In doing so, the level of interdependency of teachers’ interactive activities (storytelling, helping, sharing, joint work) is taken into account. The results of a qualitative study with semi‐structured interviews show that teachers’ data use is predominantly of an individual nature and that felt interdependencies among teachers are few. The study enhances knowledge and opens the conceptual debate about teachers’ interactions in the context of data use.