Foreign language teachers' knowledge base and the influence of teaching experience

The present paper elucidated the issue of foreign language teachers' knowledge base and the influence of teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains of knowledge language teachers prioritised in planning and delivering instruction, what...

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Bibliographic Details
Published inThe Australian journal of teacher education Vol. 47; no. 4; pp. 91 - 110
Main Author Marianna, Lőrincz
Format Journal Article
LanguageEnglish
Published Perth Edith Cowan University, School of Education 01.09.2022
Edith Cowan University
Subjects
Attitudes
Foreign Countries
Influence
Knowledge Level
Knowledge, Theory of
Language and languages
Language Teachers
Pedagogical Content Knowledge
Practice
Preservice Teacher Education
Professional Development
Teacher Attitudes
Teachers
Teaching
Teaching Experience
Translating into English
Ukraine
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Summary:The present paper elucidated the issue of foreign language teachers' knowledge base and the influence of teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains of knowledge language teachers prioritised in planning and delivering instruction, what sources they drew on to gain professional understanding and to compare teachers' views relevant to the length of their experience. The analysis of data revealed quantitative dissimilarities in the assumed sources and knowledge domains, as well as teachers' instructional preferences. The study's findings lend empirical evidence to the influence of experience on teachers' cognitions and yield additional insight into the way language teachers gain their insider knowledge.
Bibliography:Australian Journal of Teacher Education (Online), Vol. 47, No. 4, Sep 2022, 91-110
Informit, Melbourne (Vic)
ISSN:1835-517X
0313-5373
1835-517X
DOI:10.14221/ajte.2022v47n4.6