Definire la competenza dei docenti all’uso dei dati. Riflessioni a margine di una scoping review

The most recent trends in the field of school improvement and teacher education pointed out the crucial role of data and emphasised how it is important preparing teachers to read, interpret, and use data to inform their practice at school. If, on the one hand, it has been clearly showed how an effective teachers’ data use would lead to school improvement, also in student learning achievement; on the other hand, the attempts to reach a common definition of teacher data literacy and to understand how support teachers in data use require more research. Given this consideration, the present article, through a scoping review, analyses how, during the last 5 years (2018-2022) the concept of teacher data literacy has been defined. Documenting and contrasting the different definitions reported in the 20 selected articles, a substantial anchorage to the Mandinach e Gummer’s (2016) definition emerged. Conclusions critically reflect on likely implications for educational research and practice.