Does more teaching experience mean more expertise? A nonlinear perspective from the COACTIV study

URN to cite this document:: urn:nbn:de:bvb:355-epub-781050
DOI to cite this document:: 10.5283/epub.78105

Krauss, Stefan

; Hohenleitner, Stefanie ; Steib, Nicole

; Lindl, Alfred

; Hilbert, Sven

License: Creative Commons Attribution 4.0
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Date of publication of this fulltext: 19 Nov 2025 05:15

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Abstract

In expert–novice research paradigms on the teaching profession, the length of experience is—despite many warnings—used quite often as a key criterion for assigning teachers to the expert group. Using data from the COACTIV project (a study on the professional competence of mathematics teachers in PISA classes) we analyzed the relationship between 13 expertise indicators and length of experience ...