抄録
Data-driven education and its aims of adaptive learning are substantially transforming
the roles of schools and teachers. It has not only introduced drastic changes to pedagogical
methods but also impacted the utilization of time and space at schools. It has also altered the
goals and assessment in education. Therefore, this paper examined the impact of the shift to
data-driven education on the role and development of teachers from the perspectives of policies,
research trends, and teaching practices. The results of the study yielded the identification of
three significant roles which teachers will be expected to play in the future: the collector
and analyst of data on learning and teaching, the examiner of the educational value of teaching
practices that cannot be reflected in the data, and the coordinator who shares anew the
public role previously fulfilled by schools and teachers with children, their parents, and the
community. However, such roles involve intensive responsibilities and could increase the
difficulties of the teaching profession if we depend only on teachers to fulfill them. In such a
context, studies on teacher education confront the need to redefine the roles played by teachers
in public education.
https://ror.org/059d6yn51 
