Data-Driven Learning in Brazilian Educational Contexts: An Analysis of a Teacher Training Program Following BNCC’s Guidelines

Paula Tavares Pinto; Carolina Tavares de Carvalho; Adriane Orenha-Ottaiano; Franciele Spinelli; Talita Serpa; Peter Crosthwaite

Autori

Paula Tavares Pinto Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) | São José do Rio Preto | SP | BR https://orcid.org/0000-0001-9783-2724
Carolina Tavares de Carvalho Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) | São José do Rio Preto | SP | BR https://orcid.org/0000-0001-9446-6394
Adriane Orenha-Ottaiano Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) | São José do Rio Preto | SP | BR https://orcid.org/0000-0001-8417-5120
Franciele Spinelli Universidade de Queensland (UQ) | Brisbane | AU https://orcid.org/0000-0002-4923-329X
Talita Serpa Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) | São José do Rio Preto | SP | BR https://orcid.org/0000-0003-3324-9593
Peter Crosthwaite Universidade de Queensland (UQ) | Brisbane | AU https://orcid.org/0000-0002-7687-5538

Parole chiave:

data-driven learning (DDL), teacher training program, lesson plans

Abstract

This article discusses the results of a teacher training program on Data Driven Learning (DDL) for Brazilian teachers of English. The program’s main objective was to help teachers improve their language teaching practices through digital technologies to promote autonomous learning with authentic linguistic data. Over two months, English teachers completed seven modules of the program, each covering a DDL tool and a set of corpus skills. At the end of the program, five participating teachers developed lesson plans that integrated the tools and skills they had learned. Some of these teachers later participated in a semi-structured interview. Technology Integration Observation Instrument (TIOI) evaluation of the lesson plans and tabletop analysis of the interviews show that, although teachers considered it important to use DDL tools in their classes, they did not feel entirely confident implementing them. This highlights the need for continuous support and professional development when it comes to integrating DDL into language teaching.

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