STAVOVI UĈITELJA I STUDENATA ZAVRŠNE GODINE UĈITELJSKOGA STUDIJA O PRIMJENI LUTKE U NASTAVI HRVATSKOGA JEZIKA UNUTAR RAZREDNE NASTAVE

Lutka je prvi dječji prijatelj, stoga se logičnim čini, a to su potvrdila i brojna istraţivanja, da je lutka ima potencijal kreativnoga i poticajnoga metodičkoga sredstva. Cilj je ovoga rada ispitati u kojoj mjeri učitelji primjenjuju lutku u razrednoj nastavi, osobito u nastavi Hrvatskoga jezika, te kakvo je njihovo stajalište o učinkovitosti istoga. Istraţivanje je provedeno i meĎu studentima završne godine učiteljskoga studija, čime se nastojala utvrditi korelacija izmeĎu stavova učitelja i onih koji će to vrlo brzo postati. U istraţivanju su sudjelovala 34 učitelja s područja Grada Kaštela te 48 studenata završne godine učiteljskoga studija. Dobiveni rezultati potvrdili su početnu pretpostavku: učitelji rijetko koriste lutku u nastavi, a studenti završnih godina u praksi su slabo upoznati s primjenom iste. Takvi rezultati, iako na prvi pogled pesimistični, zajedno s teorijskim uporištima na koja se istraţivanje naslanja, mogu se promatrati i kao poticaj za razbijanje predrasuda o poteškoćama primjene lutke u nastavi. Nadalje, radom se nastoji pribliţiti učiteljima i studentima saznanja o prednostima i različitim mogućnostima primjene lutke u nastavi, posebice u nastavi Hrvatskoga jezika.The puppet is the first child's friend, so it seems logical, and this has been confirmed by numerous studies, that the puppet has the potential of a creative and stimulating methodological tool. The aim of this research is to examine how often teachers use puppets in class activity, especially in teaching Croatian language, and what their views thereon are. The research was also conducted among the students of the final year of teacher education, which sought to establish a correlation between the attitudes of teachers and those who will soon become teachers. 34 teachers from the area of the town of Kaštela as well as 48 students in the final year of study at the Faculty of Teacher Education participated in the research. Results confirmed the initial assumption that teachers rarely use puppets in class activity and that students in the final year of study have had little encounter with the application of the puppet in practice. Such results, although pessimistic at first glance, together with the theoretical foundations on which the research is based, can also be seen as an incentive to break down prejudices about the difficulties of using a puppet in teaching. Furthermore, the paper seeks to bring teachers and students closer to the knowledge about the advantages and different possibilities of using a puppet in teaching, especially in the teaching of the Croatian language