Teacher’s Attitude and Disposition in Using Graphic Narrative in High School
Abstract
In this article, we present results about the perception and disposition that high school teachers show when incorporating comics as a resource in teaching narrative for any subject from the perspective of the Didactics of Language and Literature. Our research (Hermosillo, Sonora, México, 2018) is quantitative, not experimental and transactional in an exploratory-descriptive type, in which we applied a questionnaire to 37 instructors from eight public sub-systems of public and private preparatory schools. Results show that instructors are in a process of incorporating comics to their practice. Instructors believe that comics are a useful resource when attending some problems in the classroom: attention, discursive genre, kinesthetic behavior. The primary reactions observed when using comics are a rising interest, curiosity, and enthusiasm, creating new dispositions, promoting more active and participative learning and enriching symbolic systems in their area.
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