How Do Teachers’ Attitudes Towards Comics Influence Their Use in Slovene Language Classes?

Abstract

Teachers’ attitudes towards themes, largely impacted by the individual’s stereotyped perceptions, may have an important impact on the learning environment they consciously or subconsciously form. Comics are such a theme that, even after decades of prejudice, they are still paving their way into the classroom and are still a source of discomfort for some teachers. This quantitatively designed study included 139 participating teachers. The descriptive and non-experimental causal methods of empirical pedagogical research were used to verify the impact of teachers’ attitudes towards stereotypical themes on learning environment formation in terms of teachers’ attitudes towards the use of comics in Slovenian language classes. Variable data were obtained through questionnaires for Slovenian language teachers in primary school, focusing on 17 methods and purposes of using comics in class. Statistically significant differences were present in 11 points. The results showed that using comics in class was not particularly influenced by the teachers’ attitudes towards comics or their fondness of comics, rather it was influenced mostly by a lack of formed relationships towards comics. This work emphasizes the meaning of teacher education and training in all learning and teaching areas, where a greater inclination for forming stereotypical attitudes exists.