Abstract
In this tumultuous school year and changing learning environment, it is crucial that teachers are able to look at their own teacher readiness to approach a myriad of topics. These include criticality in the classroom, differentiated instruction, and inquiry-based learning. Using a variety of strategies, the process of self-reflection is paramount to the success of teachers and their ability to adapt instruction and overall preparedness to take the lead in a classroom.
This research includes a study over the course of several months in which the process of continual self-reflection in an online learning environment due to COVID-19. The process of assessing self-readiness goes hand in hand with classroom analysis, behavioral management, student relations, and overall classroom participation.
Exit Requirement
Action Research
Date of Award
6-12-2021
Degree Name
Master of Arts in Teaching (initial licensure)
Committee Chair
Jaclyn Caires-Hurley
Committee Member
Atalie Frank
Keywords
teaching, readiness, mathematics
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Education
Recommended Citation
Lamont, R. (2021). Assessing Teacher Readiness in Secondary Mathematics Education (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/86
Rights Statement URL
http://rightsstatements.org/vocab/InC/1.0/
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
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