Montenegrin Teachers’ Perception of the Acquisition of Literary Terms in Primary School/Mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima osnovane škole u Crnoj Gori

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.Key words: curriculum; literary genres and subgenres; student; teaching methodology approach; workbook. --- SažetakU radu se razmatra metodički pristup usvajanju književnoteorijskih pojmova u nižim razredima (1. do 5.) osnovane škole u Crnoj Gori. U uvodnom dijelu prezentirane su teorijske osnovae istraživačkog problema i dana je kratka analiza kurikula. Cilj istraživanja bio je identificirati mišljenja učitelja o usvajanju književnoteorijskih pojmova u nižim razredima. Primijenjena je tehnika fokus intervjuiranja, a uzorak čini 45 učitelja razredne nastave. Rezultati istraživanja pokazuju da učitelji ne uspijevaju u nastavi dovoljno pozornosti posvetiti književnoteorijskim pojmovima. Njihova je osobna ocjena da nisu zadovoljni spoznajnim učinkom nastave književnosti. Neki od razloga koje su naveli mogu se kategorizirati kao objektivne poteškoće, a ima i onih koje bismo morali prepoznati kao potrebu za dodatnim obraziranjem nastavnog kadra. Rezultati ovog istraživanja korespondiraju s rezultatima mnogih autora i s gotovo jednodušnom ocjenom stručnjaka da nastava književnosti u mnogo čemu mora biti reformirana ako želimo da se kriza čitanja kao globalni fenomen napokon počne sustavno tretirati još od samog početka obvezne edukacije. Ključne riječi: čitanka; književni rodovi i vrste; metodički pristup; nastavni program; učenik

Curriculum · Interview · Linguistics · Mathematics education · Montenegro · Pedagogy · Perception · Sociology · Education, Law, and Society · Philosophy · Psychology

• Preparing Pupils for Creative Language Production /Priprema učenika za kreativnu jezičnu proizvodnju

  Open Access•Dusanka Popovic•Croatian Journal of Education -…•2018

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