Baśniowe przestrzenie działania z perspektywy przyszłych nauczycieli
Fairy-tale places of action from the perspective of future teachers

Summary/Abstract: The aim of the article is to present meanings associated with fairy tale places by teacher candidates.The research data came from interviews with 57 early childhood pedagogy students, analysedthrough a qualitative method. The competences of candidates for teachers in perceiving the symbolismof places, wandering, world layout, reveal not only the level of cultural and literary knowledge(because they are a “showcase” of previous school experiences of fairy-tale themed lessons), butalso indicate their future strategies for designing children’s activity based on fairy tales. These strategiesmay turn out to be so durable and resistant to change that they might survive university literaryeducation and remain the starting point for students’ teaching practice. The research shows that thefairy tale can remain in them as the starting point for fun or a “background” for science, mathematicsand language.

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