Second and Foreign Language Teachers' Problem-Solving Schemata Development through Informal Problem-Solving: The Relationship between Experience and Expertise

Autor/inn/en	Dimitrova, Vyara V.; McKenney, Susan; Kirschner, Paul A.
Titel	Second and Foreign Language Teachers' Problem-Solving Schemata Development through Informal Problem-Solving: The Relationship between Experience and Expertise
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 2, S.202-216 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dimitrova, Vyara V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2021.2011894
Schlagwörter	Second Language Learning; Language Teachers; Problem Solving; Expertise; Knowledge Level; Teacher Characteristics; Schemata (Cognition); Foreign Countries; Second Language Instruction; Knowledge Base for Teaching; Public Schools; Universities; Bulgaria + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language teacher; Sprachunterricht; Problemlösen; Expert appraisal; Wissensbasis; Cognition; Schema; Kognition; Ausland; Fremdsprachenunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Public school; Öffentliche Schule; University; Universität; Bulgarien
Abstract	Purpose: Second and foreign language (SL/FL) teachers' informal problem-solving has received little explicit research attention while it is widely acknowledged that problem-solving is crucial to expertise development in any complex knowledge domain. To develop a clearer understanding of the role of informal problem-solving in SL/FL teachers' expertise development, this study investigated how experience (i.e. time on the job) affects the level of problem-solving schemata development. Design/methodology/approach: This situational analysis of teaching practices was conducted with 15 SL/FL teachers divided into three experience groups. Through qualitative coding of verbal reflections on teachers' own lessons, the structural components of problem-solving schemata development were explored at two levels. The first or basic level represents the broader knowledge base which problem-solving utilizes in understanding and recognizing classroom situations. The second is the expert-level problem-solving knowledge level. Qualitative codes were quantified to enable descriptive statistics and t-tests for the analysis regarding the basic level. A descriptive analysis was performed to uncover expert-level knowledge. Findings and Originality/value: The results show that experience affects problem-solving schemata development in qualitatively different ways at different levels. At the first or basic level, most teachers develop extensive and numerous domain-specific problem-solving schemata with experience. Few experienced teachers develop expert-level schemata. At this level, experience mostly affects the type of domain-specific knowledge and quality of feedback on effective strategies incorporated in these schemata. The findings suggest that future studies need to adopt a multi-level analysis of problem-solving schemata development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01