Theory-practice dichotomy in inquiry: Meanings and preservice teacher-mentor teacher tension in Turkish literacy classrooms

被引：30

作者：

Yayli, Derya ^{[1
]}

机构：

[1] Pamukkale Univ, Fac Educ, Dept Turkish Language Teaching, TR-20020 Denizli, Turkey

来源：

TEACHING AND TEACHER EDUCATION | 2008年 / 24卷 / 04期

关键词：

preservice teacher education; literacy; theory-practice dichotomy; tension;

D O I：

10.1016/j.tate.2007.10.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (c) 2007 Elsevier Ltd. All rights reserved.

引用

页码：889 / 900

页数：12