{"title":"Ways of Understanding Fairy Tales among Teacher Candidates","authors":"Magdalena Kaliszewska-Henczel","doi":"10.1353/ncu.2022.0007","DOIUrl":null,"url":null,"abstract":"Abstract:The goal of this article is to discuss the meanings given to fairy tale texts by teacher candidates in preschool and primary education. Identifying meanings allows prediction of future strategies for designing tasks based on texts, the foundation of literary education, and to assign the activities of future teachers to a particular pedagogical discourse. Fairy tales—read in school as typically didactic works—are deprived of their potential effect on the emotions, the development of aesthetic sensitivity, and the imagination. This understanding implies creating tasks for the reader in the form of simple instructions not referring to the deepest value of the text: showing human inner reality. This vision also emerges from analyzing reconstructions of fairy tale stories prepared by 91 students in primary and preschool education programs at the University of Łodź.","PeriodicalId":40483,"journal":{"name":"Narrative Culture","volume":"9 1","pages":"155 - 175"},"PeriodicalIF":0.2000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Narrative Culture","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1353/ncu.2022.0007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"HUMANITIES, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract:The goal of this article is to discuss the meanings given to fairy tale texts by teacher candidates in preschool and primary education. Identifying meanings allows prediction of future strategies for designing tasks based on texts, the foundation of literary education, and to assign the activities of future teachers to a particular pedagogical discourse. Fairy tales—read in school as typically didactic works—are deprived of their potential effect on the emotions, the development of aesthetic sensitivity, and the imagination. This understanding implies creating tasks for the reader in the form of simple instructions not referring to the deepest value of the text: showing human inner reality. This vision also emerges from analyzing reconstructions of fairy tale stories prepared by 91 students in primary and preschool education programs at the University of Łodź.
期刊介绍：
Narrative Culture is a new journal that conceptualizes narration as a broad and pervasive human practice, warranting a holistic perspective that grasps the place of narrative comparatively across time and space. The journal invites contributions that document, discuss and theorize narrative culture, and offers a platform that integrates approaches spread across various disciplines. The field of narrative culture thus outlined is defined by a large variety of forms of popular narratives, including not only oral and written texts, but also narratives in images, three-dimensional art, customs, rituals, drama, dance, music, and so forth. Narrative Culture is peer-reviewed and international as well as interdisciplinary in orientation.
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