Izvorni znanstveni članak

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

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

Datum izdavanja:

19.6.2016.

Podaci na drugim jezicima: hrvatski

Posjeta: 2.052 *