Middle School Teachers and the Experience of Learning to Teach: A Phenomenological Inquiry

Rooted in the phenomenological philosophy and methodology, this inquiry explores lived experience of learning to teach of six middle school teachers. The investigation is guided by the following research question: What might be like for middle school teachers to live through the experience of learning to teach? Data for this inquiry are rich descriptions of lived experiences collected by means of in-depth interviews. The findings of this phenomenological investigation have implications for practice and research.