20.500.12556/RUL-184025 Vloga učiteljev razrednega pouka pri razvijanju bralne pismenosti in spodbujanju bralne motivacije učencev od 1. do 5. razreda magistrsko delo Role of elementary school teachers in developing reading literacy and promoting reading motivation among students in Grades 1–5 Rezultati mednarodne raziskave PISA (Programme for International Student Assessment) dokazujejo, da je bralna pismenost že leta šibkejše področje slovenskih učenk in učencev, saj so njihovi rezultati vsako leto nižji in segajo pod povprečje držav članic OECD (Organizacija za ekonomsko sodelovanje in razvoj). Bralna pismenost je zmožnost, ki se razvija vse življenje, a vendarle imajo pri postavitvi temeljev za dobro razvito bralno pismenost zelo pomembno vlogo tudi učitelji razrednega pouka. Razdeljena je na devet temeljnih gradnikov, ki jih morajo učitelji razrednega pouka dobro poznati za ustrezno pomoč in vodenje učencev pri razvijanju njihove bralne pismenosti. Eden izmed gradnikov je tudi bralna motivacija, ki je zelo tesno povezana z bralno pismenostjo. Učitelji razrednega pouka imajo pri spodbujanju bralne motivacije ključno vlogo, saj lahko z uporabo različnih pristopov, izbiro učnih metod, učnih oblik in učnih dejavnosti pomembno vplivajo na odnos učencev do branja. Na področju bralne pismenosti sicer obstaja že vrsta raziskav, tudi mednarodnih (PISA, PIRLS – Progress in International Reading Literacy Study), vendar pa jih primanjkuje na področju same vloge učiteljev razrednega pouka pri razvijanju bralne pismenosti in spodbujanju bralne motivacije. Empirični del magistrskega dela temelji na deskriptivni in empirični kvantitativni metodi, pri čemer smo za raziskovanje uporabili kvantitativen pristop. Želeli smo ugotoviti, kako in na kak način učitelji razrednega pouka vplivajo na razvoj bralne pismenosti, kako in na kak način spodbujajo bralno motivacijo pri učencih in kako se izbira uporabljenih načinov med učitelji razrednega pouka tudi razlikuje. Raziskovali smo s pomočjo spletnega vprašalnika in v vzorec zajeli 150 učiteljev razrednega pouka, ki v tekočem šolskem letu poučujejo v slovenskih osnovnih šolah. Rezultati raziskave so pokazali, da učitelji razrednega pouka izražajo visoko stopnjo strinjanja glede pomembnosti svoje vloge pri razvoju bralne pismenosti in spodbujanju bralne motivacije učencev od 1. do 5. razreda. Prav tako učitelji razrednega pouka izražajo visoko stopnjo strinjanja glede bralne pismenosti kot temelja ostalih pismenosti ter bralno motivacijo kot zelo pomemben dejavnik za oblikovanje bralnih navad in razumevanje branja kot življenjske vrednote. Ugotovili smo, da učitelji razrednega pouka za razvijanje bralne pismenosti in spodbujanje bralne motivacije učencev uporabljajo pester nabor učnih metod, učnih oblik in učnih dejavnosti. Za razvijanje bralne pismenosti in spodbujanje bralne motivacije najpogosteje uporabljajo učno metodo dela z besedilom in učno metodo igre, slednjo ocenjujejo kot najučinkovitejšo. Med najpogosteje uporabljene učne oblike so uvrstili individualno delo, ki ga ocenjujejo tudi kot najučinkovitejšo učno obliko za razvijanje bralne pismenosti in spodbujanje bralne motivacije. Kot najpogosteje uporabljena učna dejavnost za razvijanje bralne pismenosti je bil izbran pogovor o prebranem besedilu, za spodbujanje bralne motivacije pa avtonomija pri izboru besedila. Obe učni dejavnosti sta se izkazali kot najučinkovitejši za določeno področje. Rezultati raziskave kažejo, da se med učitelji razrednega pouka ne pojavljajo statistično pomembne razlike glede izbora učnih metod, učnih oblik in učnih dejavnosti za razvijanje bralne pismenosti in spodbujanje bralne motivacije glede na razred, v katerem poučujejo. Rezultati raziskave učiteljem razrednega pouka in ostali pedagoški stroki omogočajo pomemben vpogled v dejansko stanje in pomembnost njihove vloge pri razvijanju bralne pismenosti in spodbujanju bralne motivacije. Zbrani podatki lahko služijo kot izhodišče za nadaljnje raziskave na tem področju in za razvoj dobre pedagoške prakse. The results of the international PISA (Programme for International Student Assessment) research show that reading literacy has long been a weakness among Slovenian students, as their scores decline each year and fall below the average of OECD (Organization for Economic Cooperation and Development) member countries. Reading literacy is a skill that develops throughout a person's life, yet classroom teachers also play a very important role in laying the foundation for well-developed reading literacy. It is divided into nine key components that teachers must be familiar with in order to adequately support and guide students in developing their reading literacy. One of these components is reading motivation, which is closely linked to reading literacy. Classroom teachers play a key role in fostering reading motivation, as they can significantly influence students’ attitudes toward reading by using various approaches and selecting appropriate methods, formats, and activities. While there is already a number of studies, including international ones (PISA, PIRLS – Progress in International Reading Literacy Study), in the field of reading literacy, there is a lack of research specifically on the role of classroom teachers in developing reading literacy and encouraging reading motivation. The empirical part of this master’s thesis is based on descriptive and empirical and quantitative methods, and we used a quantitative approach for the research. We sought to determine how and in what ways classroom teachers influence the development of reading literacy, how and in what ways they foster reading motivation among students, and how the choice of methods used varies among teachers. We conducted the research using an online questionnaire and included 150 elementary school teachers in the sample who are teaching in Slovenian elementary schools during the current school year. The results of the study showed that elementary school teachers are strongly aware of the importance of their role in developing reading literacy and fostering reading motivation among students in grades 1 through 5. They also clearly recognize reading literacy as the foundation of other literacies and reading motivation as a key factor in shaping reading habits and understanding reading as a life value. We found that teachers use a diverse range of teaching methods, instructional forms and activities to develop reading literacy and foster students’ reading motivation. To develop reading literacy and promote reading motivation, they most frequently use the text-based teaching method and the game-based method, the latter of which they rate as the most effective. Among the most frequently used teaching formats, they ranked individual work, which they also consider the most effective teaching format for developing reading literacy and motivating pupils to read. Discussion of the text read was selected as the most frequently used teaching activity for developing reading literacy, while autonomy in text selection was chosen for promoting reading motivation. Both activities proved to be the most effective for the specific area. The results of the study reveal that there are no statistically significant differences among elementary school teachers regarding their choice of teaching methods, instructional forms, and activities for developing reading literacy and promoting reading motivation, based on the grade level they teach. The research findings provide elementary school teachers and other education professionals with valuable insight into the current state of affairs and the importance of their role in developing reading literacy and motivating students to read. The collected data can serve as a starting point for further research in this field and for the development of good teaching practices. branje pismenost bralna spretnost bralna pismenost bralna motivacija vloga učiteljev razrednega pouka reading literacy reading motivation the role of classroom teachers true false false M. Janežič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-24 08:30:34 2026-06-24 08:30:50 2026-06-29 13:01:57 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 120 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 028(043.2) 205260 282956803 52008.pdf 52008.pdf 1 81718348B59343BB90F17A05E1493D82 997233c0c92f6da78e22ad0a649416289243a1d66253657eae51a33c5fa82454 2e36c5eb-6f96-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=236469 Pedagoška fakulteta 0 0 0