Sarah K. Howard

TL;DR: In this paper, the authors examined one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher, examined through a new construct, a teachers' voice.

TL;DR: Light is shed on teachers’ readiness for OTL at the time of the pandemic by identifying teacher profiles based on a set of key dimensions of readiness and explaining profile membership by individual teacher characteristics, contextual aspects of the shift to OTL, and country-level indicators representing educational innovation and cultural orientation.

TL;DR: The authors explored the nature of teachers' analytical and affective risk perceptions, and how these influence decisions to integrate technology in their teaching practice through an in-depth qualitative analysis of teacher interviews focusing on experiences with and beliefs about, technology and teaching.

TL;DR: In the past two years, states have implemented sweeping reforms to their teacher evaluation systems in response to Race to the Top legislation and, more recently, NCLB waivers as mentioned in this paper.

TL;DR: An analysis of the relationship between three subject areas and known factors of teacher beliefs and readiness to use technology in teaching, which directly impact on secondary-level teachers' technology integration, over three years shows that time and subject areas are both associated with teachers’ readiness, but onlysubject areas are associated with Teachers’ beliefs.