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

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.