Like a Chameleon: A Beginning Teacher’s Journey to Implement Active Learning

Abstract

The purpose of this study was to follow the learning trajectory of a beginning teacher attempting to implement active learning instructional methods in a middle grades classroom. The study utilized a qualitative case study methodological approach with the researcher in the role of participant observer. Three research questions were explored: the challenges the teacher faced, the supports that enabled the teacher to implement active learning, and the students’ response to active learning instructional approaches. Data collection occurred over nine months and included teacher interviews, videos of lessons, a researcher log, and student questionnaires. Data analysis revealed the importance of modeling, supportive mentors, management strategies, reflection, and resources for novice teachers to experience success in the implementation of active learning.