%0 Journal Article %1 doi:10.1080/17501229.2021.2011894 %A Dimitrova, Vyara V. %A McKenney, Susan %A Kirschner, Paul A. %D 2021 %I Routledge %J Innovation in Language Learning and Teaching %K language learning problem schemata second solving teaching %N 0 %P 1-15 %R 10.1080/17501229.2021.2011894 %T Second and foreign language teachers’ problem-solving schemata development through informal problem-solving: the relationship between experience and expertise %U /brokenurl# https://doi.org/10.1080/17501229.2021.2011894 %V 0 %X ABSTRACTPurpose: 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.

@article{doi:10.1080/17501229.2021.2011894, abstract = { ABSTRACTPurpose: 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. }, added-at = {2021-12-26T17:20:15.000+0100}, author = {Dimitrova, Vyara V. and McKenney, Susan and Kirschner, Paul A.}, biburl = {https://www.bibsonomy.org/bibtex/2f9cb2fbadb898da4c9cc972133f87b2e/yish}, doi = {10.1080/17501229.2021.2011894}, eprint = {https://doi.org/10.1080/17501229.2021.2011894}, interhash = {421ac08221dfb665d0c74c865cbd8aa6}, intrahash = {f9cb2fbadb898da4c9cc972133f87b2e}, journal = {Innovation in Language Learning and Teaching}, keywords = {language learning problem schemata second solving teaching}, number = 0, pages = {1-15}, publisher = {Routledge}, timestamp = {2021-12-26T17:20:15.000+0100}, title = {Second and foreign language teachers’ problem-solving schemata development through informal problem-solving: the relationship between experience and expertise}, url = {/brokenurl# https://doi.org/10.1080/17501229.2021.2011894 }, volume = 0, year = 2021 }