Theory–practice dichotomy in inquiry: Meanings and preservice teacher–mentor teacher tension in Turkish literacy classrooms
Abstract
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.
Reference
Yayli, D. (2008). Theory–practice dichotomy in inquiry: Meanings and preservice teacher–mentor teacher tension in Turkish literacy classrooms. Teaching and Teacher Education, 24(4), 889–900. http://dx.doi.org/10.1016/j.tate.2007.10.004
Journal
Teaching and Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
90
Duration of Data Collection
Data Sources
- Classroom Discussion
- fieldnotes
- Observations
- Reflective journals
- Survey
Data Analysis Tools
- Thematic analysis
- Triangulation
Researcher Positionality
Research Questions
What do theory and practice mean to preservice
teachers of literacy?
Is this research question explicit from the manuscript? Yes
What is the nature of preservice teacher–mentor
teacher tension in literacy classroom considering
theory–practice dichotomy?
Is this research question explicit from the manuscript? Yes