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

The effect of formal team meetings on teachers’ informal data use interactions

“…Despite the potential of informal interactions for teacher learning (Jones & Dexter, 2014;Kyndt, Gijbels, Grosemans, & Donche, 2016) , there has been limited research on informal interactions in the area of data use. The few studies to report on such interactions have shown that they are fairly limited (Farley-Ripple & Buttram, 2015;Van Gasse et al, 2017). In addition, the group of colleagues with whom teachers interact appears to remain relatively fixed.…”

“…Across the discussion, interpretation, diagnosis and action stages, teachers involve the same colleagues; however, for the more complex phases (e.g. data use action), fewer colleagues are consulted and deeper interactions are established (Van Gasse et al, 2017). The facts that teachers seek stability in interactions with colleagues and that deeper interactions are not established with all colleagues imply that informal interactions may be of significant importance for sustainable and effective data use.…”

“…The studies look at formal structures and group compositions to explain why informal interactions take place; yet, in the context of data use, we know that large differences in group processes may occur (Schildkamp et al, 2016). Moreover, even among teachers who are bounded to the same formal data use groupings, informal interactions can be scarce (Van Gasse et al, 2017). Therefore, greater insight is needed into whether teachers perceive that proper discussion, interpretation, diagnosis and action of data takes place in formal team meetings as this might also explain their informal interactive behaviour within the same constellation of teachers.…”

“…friendship ties, information ties, general professional ties) (e.g. Van Gasse et al, 2017;Daly et al, 2010;Moolenaar et al, 2012).…”

“…An opportunity in this regard may lie in the interrelation between formal and informal interactions. After all, it has been known that teachers seek stability in terms of the number of colleagues that belong to their personal networks in schools, particularly when it comes to data use (Van Gasse, Vanlommel, Vanhoof, & Van Petegem, 2017;Farley-Ripple & Buttram, 2015). Therefore, knowing each other and working together in formal data use settings may be an important facilitator for teachers' informal interactions.…”