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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-303685
DOI: 10.25656/01:30368; 10.26529/cepsj.1444
URN: urn:nbn:de:0111-pedocs-303685
DOI: 10.25656/01:30368; 10.26529/cepsj.1444
| Original Title |
Slovenian language teachers' attitudes towards introducing comics in literature lessons in primary school |
|---|---|
| Parallel title | Stališča učiteljev slovenščine do uvajanja stripa v pouk književnosti v osnovni šoli |
| Authors |
Kerneža, Maja  ;
Saksida, Igor  |
| Source | CEPS Journal 14 (2024) 1, S. 199-224  |
| Document | full text (252 KB) |
| License of the document |
|
| Keywords (German) | Bildung; Schule; Comic; Literatur; Literaturunterricht; Slowenisch; Fachdidaktik; Curriculum; Lehrer; Einstellung <Psy>; Empirische Untersuchung; Slowenien |
| sub-discipline | Empirical Educational Research Teaching Didactics/Teaching Languages and Literature |
| Document type | Article (journal) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Language | English |
| Year of creation | 2024 |
| review status | Peer-Reviewed |
| Abstract (English): | The present article highlights the views of Slovenian language teachers on the introduction of comics in literature lessons in primary school. The authors were interested in Slovenian language teachers' views on the introduction of comics as an art-literary type of text as part of the literature curriculum as well as the use of comics as a literary-didactic method in literature classes. This was investigated via a questionnaire, which was fully completed by 121 Slovenian language teachers of the first to the ninth grade. The results show that factors such as gender, educational period taught, professional experience, field of study, highest level of completed education, source of skills related to the introduction of comics in the classroom, teachers' reading habits and attitudes towards reading comics, and agreement with stereotypical claims about comics per se have no influence on teachers' attitudes towards the use of comics in the forms studied. However, their attitudes towards the use of comics in the classroom are influenced by certain stereotypical attitudes of teachers towards comics. The most important limitation of the research was also the most important finding: teachers are neither empowered to introduce and use comics as an art-literary type of text in the literary curriculum, nor are they able to use comics as a literary didactic method in literature classes. There is a great need for teacher training and teachers should be empowered to use and introduce comics in all forms. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2024 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 18.07.2024 |
| Citation | Kerneža, Maja; Saksida, Igor: Slovenian language teachers' attitudes towards introducing comics in literature lessons in primary school - In: CEPS Journal 14 (2024) 1, S. 199-224 - URN: urn:nbn:de:0111-pedocs-303685 - DOI: 10.25656/01:30368; 10.26529/cepsj.1444 |
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