Navigating Instructional Decision Making as a First-Year Middle-Grades Teacher

• In Event: 25.050 - Middle-Level Teacher Development: Learning, Practice, and Enactment

Abstract

The teaching profession is constantly changing and is more challenging and demanding than ever before. With these changes, learning to navigate the instructional decision-making process and establish identity as a classroom teacher can be an intimidating and stressful experience for many beginning teachers. As such, this multi-case study of six, first-year, middle grades teachers explores the perceptions and experiences of beginning middle grades teachers as they navigate the complexities of instructional decision-making. Results indicate three primary themes as having an influence on their instructional decision-making—student relationships, student engagement and instructional practices, and classroom management.

Authors

• Chris Cook, Appalachian State University

• Michael DiCicco, Northern Kentucky University

• Shawn A. Faulkner, Northern Kentucky University