Attitudes of primary education students towards problem topics in literature class

Stališča učiteljev razrednega pouka do problemskih tem vplivajo na to, ali se bodo odločili besedila s takšnimi temami vključiti v pouk književnosti. Da bi razumeli odnos učiteljev do problemskih tem, se moramo osredotočiti tudi na odnos študentov – prihodnjih učiteljev – do le-teh, saj lahko le tako študente kakovostno izobražujemo in jim omogočimo, da kritično razmišljajo o besedilih s problemsko temo in njihovi obravnavi pri pouku književnosti. Cilj raziskave je bil ugotoviti, kakšna stališča imajo študenti razrednega pouka do problemskih tem in njihove obravnave pri pouku književnosti, katere zadržke imajo do obravnave in na kakšen način bi delo s problemsko temo obravnavali. Rezultate smo primerjali z raziskavo med slovenskimi učitelji in analizirali razlike med študenti posameznih letnikov. V raziskavi smo uporabili deskriptivno metodo in empirični pristop s poudarkom na kvantitativnem raziskovanju z anketnim vprašalnikom. V namenski vzorec so bili vključeni študenti vseh letnikov dodiplomskega študija Razredni pouk in podiplomskega študija 2. stopnje Poučevanje na razredni stopnji (z angleščino) na Univerzi v Ljubljani Pedagoški fakulteti v študijskem letu 2020/21. V raziskavi je sodelovalo 141 študentov, kar predstavlja 25,4 % osnovne populacije. Rezultati raziskave so pokazali, da imajo študenti izrazito pozitivna stališča do obravnave problemskih tem, se zavedajo pozitivnih učinkov obravnave in menijo, da je dela s problemsko temo treba obravnavati. Študenti se najbolj strinjajo z obravnavo besedil na temo otrok s posebnimi potrebami in besedil o drugačnem, tujem svetu, najmanj pa z obravnavo besedil o holokavstu, spolni zlorabi in samomoru. Ugotovitve kažejo, da imajo študenti razrednega pouka zadržke do obravnave problemskih tem – ne vedo, kako najti kakovostna dela s problemsko temo, bojijo se, da problemskih tem ne poznajo dovolj dobro, da bi jih lahko obravnavali, ne počutijo se dovolj usposobljene za obravnavo, hkrati pa imajo strah pred negativnim odzivom staršev. Analize kažejo, da študij v veliki meri vpliva na zmanjšanje zadržkov do obravnave problemskih tem pri pouku književnosti. Študenti bi se pri obravnavi problemske teme najpogosteje posluževali metode pogovora, študenti višjih letnikov pa bi v primerjavi z nižjimi manj pogosto uporabljali metodo razlage in obliko frontalnega dela. S pomočjo obravnavane literature in pridobljenih rezultatov smo oblikovali priporočila za učitelje in študente – prihodnje učitelje – za obravnavo problemskih tem pri pouku književnosti, ki vključujejo napotke za obravnavo, pregled inštitucij in strokovne literature ter seznam kvalitetnih knjig za obravnavo. Namen priporočil je zmanjšati zadržke študentov in učiteljev razrednega pouka do obravnave problemskih tem pri pouku književnosti.: The attitudes of primary school teachers towards problem topics influence whether they decide to include texts with such topics in literature class. To understand the attitudes of teachers towards problem topics, we must also focus on the attitudes of students – preservice teachers – towards them. Only in this way can we better educate students and enable them to think critically about texts with a problem topic and using them in literature class. The aim of the research was to find out what are students’ attitudes towards problem topics and using them in literature class, what reservations they have about using texts with problem topics and what methods they would use while using texts with problem topics in class. We compared the results with a survey among Slovenian teachers and analysed the differences between students in different Years of study. In the research, we used a descriptive method and an empirical approach with an emphasis on quantitative research with a questionnaire. The purposeful sample included students of all Years of the Undergraduate First Cycle Programme Primary Teacher Education and the Postgraduate Second Cycle Programme Primary Teacher Education (with English) at the University of Ljubljana, Faculty of Education in the academic year 2020/21. Overall, 141 students participated filled out the questionnaire, which represents 25.4% of the basic population. The results of the research showed that students have distinctly positive attitudes towards using texts with problem topics, they are aware of the positive effects of using such texts and believe that teachers should use texts with problem topics in class. Students agree most with using texts on the topic of children with special needs and texts about a different, foreign world, and they least agree with using texts depicting the Holocaust, sexual abuse, and suicide. Our findings show that Primary Teacher Education students have reservations about using problem texts – they do not know how to find quality work depicting a problem topic, they are afraid that they do not know problem topics well enough to use texts about them in class, they do not feel qualified to use them, and they have a fear of a negative parental response. Analyses show that study at the university has a large impact on reducing reservations about using problem texts in literature class. Students would most often use the teaching method of conversation when using texts with a problem topic. Students of higher Years of study would use the teaching method of explanation and frontal teaching less often, compared to students of lower Years of study. With the help of the reviewed literature and the obtained research results, we formulated recommendations for primary school teachers and Primary Teacher Education students – preservice teachers – for addressing problem topics in literature lessons, which include guidelines for using texts with problem topics, review of institutions and scientific literature and a list of quality books to discuss in class. The purpose of the recommendations is to reduce the reluctance of students and teachers of classroom to use texts with problem topics in literature lessons