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A self-report questionnaire examines which knowledge domains teachers prioritize in planning and delivering instruction, the sources they use for professional understanding, and how these views vary by teaching experience length. Data analysis identifies quantitative differences in assumed sources and knowledge domains, along with instructional preferences. Findings provide empirical evidence for the role of experience in teachers’ cognitions and explain how language teachers develop insider knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/foreign-language-teachers-knowledge-base-and-the-influence-of-teaching-experience/594068/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/foreign-language-teachers-knowledge-base-and-the-influence-of-teaching-experience/594068.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study focuses on foreign language teachers’ knowledge base and on how teaching experience shapes teachers’ beliefs and instructional preferences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ knowledge and beliefs investigated?",{"text":117,"@type":113},"Teachers completed a self-report questionnaire to identify prioritized knowledge domains, sources of professional understanding, and differences linked to teaching experience length.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the analysis reveal about teachers’ knowledge domains and sources?",{"text":121,"@type":113},"The analysis showed quantitative differences in assumed sources and knowledge domains, as well as variations in teachers’ instructional preferences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594068,1792166399,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 4 | Article 6 |\n| --- | --- |\n| 2022\u003Cbr>Foreign Language Teachers’ Knowledge Base and the Influence of Teaching Experience\u003Cbr>Marianna Levrints (Lőrincz)\u003Cbr>Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Ukraine\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education and Teaching Commons |  |\n\nRecommended Citation  \nLevrints (Lőrincz), M. (2022) . Foreign Language Teachers’ Knowledge Base and the Influence of Teaching Experience. Australian Journal of Teacher Education, 47(4) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n4.6](http://dx.doi.org/10.14221/ajte.2022v47n4.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss4/6](https://ro.ecu.edu.au/ajte/vol47/iss4/6)  \nForeign Language Teachers’ Knowledge Base and the Influence of Teaching  \nExperience  \nLőrincz Marianna  \nFerenc Rákóczi II Transcarpathian Hungarian College of Higher Education, Ukraine  \nAbstract: The present paper elucidated the issue offoreign language  \nteachers’ knowledge base and the influence of teaching experience on  \ntheir beliefs. A self-report questionnaire was utilised to explore what  \ndomains of knowledge language teachers prioritised in planning and  \ndelivering instruction, what sources they drew on to gain professional  \nunderstanding and to compare teachers’ views relevant to the length  \nof their experience. The analysis of data revealed quantitative  \ndissimilarities in the assumed sources and knowledge domains, as  \nwell as teachers' instructional preferences. The study’s findings lend  \nempirical evidence to the influence of experience on teachers’  \ncognitions and yield additional insight into the way language teachers  \ngain their insider knowledge.  \nIntroduction  \nAgainst the backdrop of lingual globalisation, effective foreign language (FL) teaching and learning have witnessed intensified interest, in light of which language teachers’ competence is of primary concern (Levrints/Lőrincz et al., 2021) . As one ofits core elements, teachers’knowledge has drawn considerable research attention, accounting for learners’ academic achievements (Tchoshanov, 2011) and having a demonstrable effect on language teachers’instructional practices (Farrell & Richards, 2007; Sanchez, 2014) .  \nDespite extant evidence that teachers’ knowledge holds implications for quality teaching and learning (Burroughs et al., 2019; Liakopoulou, 2011), little is known in terms of transformations it undergoes along the stages of language teachers’ professional maturation or what knowledge is central to maintaining effective instruction (Lőrincz, 2022) . Critically important for the understanding of currently upheld by professional community assumptions as to FL teachers’ knowledge base is the study offactors shaping language teachers’ views about their professional knowledge. Initial teacher education is pivotal to establishing the foundation of teachers’ knowledge (Darling-Hammond et al., 2005), heavily influenced by teachers’ prior learning experience (Borg, 2009; Kubanyiova & Feryok, 2015), branching out to further experience gained in the course of teaching. There has been a long-standing debate in the academic literature regarding the primary source of professional understanding language teachers draw on. More specifically, it has been debated whether teachers derive knowledge to a greater or lesser extent from initial teacher education or language teaching experience (Liu, 2013) . It is, therefore, essential to examine what domains of knowledge FL teachers believe to be relevant in providing effective instruction and what role FL teaching experience and formal teacher preparation opportunities play in its development.  \nAs operationalised in this study, the conc","cbCaicr2tpJ0R0Y5","https://ap.wps.com/l/cbCaicr2tpJ0R0Y5","pdf",480480,21,"English","# Introduction\n## Background and research motivation\n## Purpose and scope of the study\n# Abstract","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on foreign language teachers’ knowledge base and on how teaching experience shapes teachers’ beliefs and instructional preferences.\"},{\"question\":\"How were teachers’ knowledge and beliefs investigated?\",\"answer\":\"Teachers completed a self-report questionnaire to identify prioritized knowledge domains, sources of professional understanding, and differences linked to teaching experience length.\"},{\"question\":\"What did the analysis reveal about teachers’ knowledge domains and sources?\",\"answer\":\"The analysis showed quantitative differences in assumed sources and knowledge domains, as well as variations in teachers’ instructional preferences.\"}]","Foreign Language Teachers’ Knowledge Base and the Influence of Teaching Experience | PDF",1792078474,53]