Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases

Abstract

Interactions among teachers are assumed to improve the quality of teachers' data use. Grouping teachers together challenges them to a more in-depth investigation of how pupil learning outcomes can be improved. This study combines social network analysis with qualitative data out of six teacher teams to provide insight into how teacher interactions change across data discussion, interpretation, diagnosis and action. We find that teachers’ networks become smaller, and that interactions become more intense and interdependent when progressing through the different phases.