Second and foreign language teachers’ problem-solving schemata development through informal problem-solving: the relationship between experience and expertise

Purpose: Second and foreign language (SL/FL) teachers’ informal problem-solving has received little explicit research attention while it is widely acknowledged that crucial to expertise development in any complex knowledge domain. To develop a clearer understanding of the role SL/FL development, this study investigated how experience (i.e. time on job) affects level schemata development.Design/methodology/approach: This situational analysis teaching practices was conducted with 15 teachers divided into three groups. Through qualitative coding verbal reflections own lessons, structural components were explored at two levels. The first or basic represents broader base which utilizes recognizing classroom situations. second expert-level level. Qualitative codes quantified enable descriptive statistics t-tests for regarding A performed uncover knowledge.Findings Originality/value: results show qualitatively different ways At level, most extensive numerous domain-specific experience. Few experienced schemata. mostly type quality feedback effective strategies incorporated these findings suggest future studies need adopt multi-level development.