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ERIC Number: EJ789357
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0742-051X
Theory-Practice Dichotomy in Inquiry: Meanings and Preservice Teacher-Mentor Teacher Tension in Turkish Literacy Classrooms
Yayli, Derya
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n4 p889-900 May 2008
This study aims at exploring the meanings constructed by preservice teachers of literacy about theory-practice dichotomy and investigating the preservice teacher-mentor teacher tension during the internship period. Qualitative data were collected by preservice teachers as researchers in inquiry through field notes, reflective journals, observation reports and open-ended survey questions. Findings are discussed with respect to theory-practice dichotomy and constructed meanings are obtained. High self-efficacy beliefs of preservice teachers of literacy, mentor teacher indifference and supervisor-mentor teacher dichotomy seem to have a lot to do with the preservice teacher-mentor teacher tension.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey