Abstract
The paper presents the results of teaching pedagogy students how to use fables. It focuses on the definition, genre classification, reception, methodological tools and methodological classification of lessons with fables. Some of these are the author’s own work. Two written assignments are presented and analysed: one by a full-time student and another by a student in the post-graduate qualifications department. The conclusion is that, irrespective of the length of their training, the students have grasped the specificity of the genre – its allegorical and figurative expression, intuitively perceived the possible difficulties that pupils may have and, consequently, included more fun and visuals in teaching it.
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