Award Date

1-1-1996

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Instructional and Curricular Studies

Number of Pages

148

Abstract

This study explored the influence of prior experiences on teaching schemata of traditional and nontraditional elementary preservice teachers. Data collection was conducted at Western State University (WSU) in the desert southwest, U.S.A. The influence of prior experiences on two dimensions of teaching schemata were explored in this study. Stimulated recall interviews of peer lessons illuminated the influence of prior experiences on thirty-eight traditional and twenty-two nontraditional elementary preservice teachers' classroom interactive dimensions (CID). Concept mapping illuminated the influence of prior experiences on participants' reflective/introspective dimensions; Participant responses from stimulated recall and concept map interviews were transcribed and compared to categories of prior experience and knowledge. Data revealed that both groups' peer lessons and concept maps were influenced by similar experiences. Four themes emerged from the study that conceptualized the influence of prior experiences on teaching schemata. Implications for teacher education were drawn.

Keywords

Elementary; Elementary Teachers; Experience; Influence; Nontraditional; Nontraditional Teacher; Nontraditionalelementary; Preservice; Prior; Schemata; Teachers; Teaching; Traditional; Elementary Teachers; Nontraditional Teachers

Controlled Subject

Education, Elementary; Teachers--Training of

File Format

pdf

File Size

2959.36 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/fu75-0yo5


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