Doctor of Education (EdD)
Instructional and Curricular Studies
Number of Pages
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.
Elementary; Elementary Teachers; Experience; Influence; Nontraditional; Nontraditional Teacher; Nontraditionalelementary; Preservice; Prior; Schemata; Teachers; Teaching; Traditional; Elementary Teachers; Nontraditional Teachers
Education, Elementary; Teachers--Training of
University of Nevada, Las Vegas
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Birrell, James Richard, "The influence of prior experiences on teaching schemata of traditional and nontraditional elementary preservice teachers" (1996). UNLV Retrospective Theses & Dissertations. 3017.
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