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https://doi.org/10.15516/cje.v18i2.1601

Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School

Dijana Vučković ; Teacher Training DepartmentFaculty of PhilosophyUniversity of Montenegro

Puni tekst: engleski, pdf (329 KB) str. 419-446 preuzimanja: 56* citiraj
APA 6th Edition
Vučković, D. (2016). Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School. Croatian Journal of Education, 18 (2), 419-446. https://doi.org/10.15516/cje.v18i2.1601
MLA 8th Edition
Vučković, Dijana. "Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School." Croatian Journal of Education, vol. 18, br. 2, 2016, str. 419-446. https://doi.org/10.15516/cje.v18i2.1601. Citirano 16.11.2019.
Chicago 17th Edition
Vučković, Dijana. "Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School." Croatian Journal of Education 18, br. 2 (2016): 419-446. https://doi.org/10.15516/cje.v18i2.1601
Harvard
Vučković, D. (2016). 'Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School', Croatian Journal of Education, 18(2), str. 419-446. https://doi.org/10.15516/cje.v18i2.1601
Vancouver
Vučković D. Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School. Croatian Journal of Education [Internet]. 2016 [pristupljeno 16.11.2019.];18(2):419-446. https://doi.org/10.15516/cje.v18i2.1601
IEEE
D. Vučković, "Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School", Croatian Journal of Education, vol.18, br. 2, str. 419-446, 2016. [Online]. https://doi.org/10.15516/cje.v18i2.1601
Puni tekst: hrvatski, pdf (329 KB) str. 419-446 preuzimanja: 136* citiraj
APA 6th Edition
Vučković, D. (2016). Mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima osnovane škole u Crnoj Gori. Croatian Journal of Education, 18 (2), 419-446. https://doi.org/10.15516/cje.v18i2.1601
MLA 8th Edition
Vučković, Dijana. "Mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima osnovane škole u Crnoj Gori." Croatian Journal of Education, vol. 18, br. 2, 2016, str. 419-446. https://doi.org/10.15516/cje.v18i2.1601. Citirano 16.11.2019.
Chicago 17th Edition
Vučković, Dijana. "Mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima osnovane škole u Crnoj Gori." Croatian Journal of Education 18, br. 2 (2016): 419-446. https://doi.org/10.15516/cje.v18i2.1601
Harvard
Vučković, D. (2016). 'Mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima osnovane škole u Crnoj Gori', Croatian Journal of Education, 18(2), str. 419-446. https://doi.org/10.15516/cje.v18i2.1601
Vancouver
Vučković D. Mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima osnovane škole u Crnoj Gori. Croatian Journal of Education [Internet]. 2016 [pristupljeno 16.11.2019.];18(2):419-446. https://doi.org/10.15516/cje.v18i2.1601
IEEE
D. Vučković, "Mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima osnovane škole u Crnoj Gori", Croatian Journal of Education, vol.18, br. 2, str. 419-446, 2016. [Online]. https://doi.org/10.15516/cje.v18i2.1601

Sažetak
This paper discusses a teaching methodology approach to the acquisition of literary terms in the lower grades (1 to 5) of primary schools in Montenegro. In the first part of the paper, the author presents the theoretical framework of the research problem, giving a short analysis of the curriculum. The objective of this study was to identify teachers' opinions on the adoption of literary terms in the lower grades. The technique of focus interviewing was used on a sample of 45 classroom teachers. The research results have proved that teachers fail to devote enough attention to literary and theoretical concepts. Their personal opinion is that they are not satisfied with the cognitive effects of teaching literature. Some of the reasons given can be categorized as objective difficulties, while there are those that should be recognized as a need for additional training for teachers. The results of this study correspond with findings reported by numerous authors and with nearly unanimous assessment of experts that teaching literature must be reformed in many ways if we wish the crisis of reading as a global phenomenon to start being systematically treated from the very beginning of compulsory education.

Ključne riječi
curriculum; literary genres and subgenres; student; teaching methodology approach; workbook

Hrčak ID: 160257

URI
https://hrcak.srce.hr/160257

[hrvatski]

Posjeta: 384 *