The empirical study is based on prior studies (cf. Schempp & Tan & Manross & Fincher, 1998, tudi Krull, 2004), which have described the differences between the beginner teachers and expert ones in their behaviour, decision-making and actions in the classroom. The aim of the present study is to determine the characteristics of teaching in the case of lessons in the subject Slovene, namely in the phase of dealing with a new topic, relating to the teachers’ experience (years of professional activity in school). Since the majority of the above mentioned studies defined the differences between the most extreme groups (the novices and the experts), paying much less attention to the stages in-between, the present study wishes to make a detailed analysis of the teachers’ development and to present the differences between the several groups of teachers.

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