Foreign Language Teachers’ Knowledge Base and the Influence of Teaching Experience

The present paper elucidated the issue of foreign language teachers’ knowledge base and influence teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains teachers prioritised in planning delivering instruction, sources they drew gain professional understanding compare views relevant length experience. analysis data revealed quantitative dissimilarities assumed domains, as well teachers' instructional preferences. study’s findings lend empirical evidence cognitions yield additional insight into way insider knowledge.