Language Teacher Education Research

Decision-making is a vital professional competency that develops through practice; however, the literature on novice EFL teachers’ decision-making and pedagogical reasoning remains underexplored, particularly in interactive classroom contexts. This qualitative multiple-case study examines novice Iranian EFL teachers’ abilities in decision-making and pedagogical reasoning within such contexts. Data were collected over one academic year via audio journals, classroom observations, and post-observation interviews, enabling a longitudinal view of growth. The analysis centers on the decisions five novices made during the interactive phase and the reasoning supporting those actions. Findings reveal decisions spanning management domains, including learner behavior, instructional management, and the use of space, time, and technology. Reasoning encompasses knowledge of learners and pedagogy, along with personality, experience, attitudes, beliefs, and commitment. Implications address teacher education, practicum design, and curriculum development for context-responsive practice.