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.
Date of Award
Master of Arts in Teaching (initial licensure)
teaching, readiness, mathematics
Type (DCMI Terms)
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
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