Stališča učiteljev do bralne pismenosti v prvem vzgojno-izobraževalnem obdobju osnovne šole

Črnugelj, Katarina (author), Saksida, Igor (mentor)

Razvijanje bralne pismenosti je temeljna naloga v prvem vzgojno-izobraževalnem obdobju osnovne šole. Dejavnikov, ki vplivajo na razvoj bralne pismenosti, je več, vendar kot pomembnejše lahko izpostavimo domače okolje, interes do branja in šolsko okolje. Slednje vključuje predvsem kompetentne učitelje, ki se zavedajo pomembnosti razvijanja bralne pismenosti, z različnimi strategijami spodbujajo njen razvoj ter oblikujejo pouk tako, da zadovoljijo učne potenciale otrok, kar pa je možno z individualizacijo in diferenciacijo pouka. Ker izsledki mednarodnih raziskav o bralni pismenosti pri nas niso ravno vzpodbudni, zavedamo pa se, kako pomembo je zgodnje razvijanje bralne pismenosti, smo se odločili, da preverimo stališča učiteljev o bralni pismenosti v prvem vzgojno-izobraževalnem obdobju. V raziskavo smo vključili tudi učitelje osnovnih šol, ki so sodelovale pri poskusnih NPZ v 3. razredu v šol. l. 2017/18 in 2018/19. Ugotovili smo, da se večini učiteljev zdi zelo pomembno, da pri učencih razvijajo bralno pismenost, čeprav pojma bralna pismenost ne razumejo ravno najbolje. Bralno pismenost razvijajo z različnimi bralnimi strategijami in pri vseh predmetih. Pouk diferencirajo pogosto, predvsem prilagajajo obseg in težavnost besedil ter naloge, vendar pa je zaznati upad diferenciacije po razredih (v 1. razredu je pogostost diferenciacije najvišja, v 3. razredu pa najnižja). Učitelji niso naklonjeni NPZ v 3. razredu, saj jim to predstavlja stres in se jim zdi, da je za tako preverjanje za učence prezgodaj. Prav tako se ne pokažejo statistično pomembne razlike pri razvijanju bralne pismenosti pri učiteljih na šolah, ki sodelujejo pri NPZ v 3. razredu, v primerjavi z učitelji šol, ki pri NPZ ne sodelujejo. Zelo pozitivno stališče pa imajo učitelji do dodatnega izobraževanja o bralni pismenosti.

• Language: Slovenian
• Keywords: bralna pismenost
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-117143
• COBISS.SI-ID: 20678915
• Publication date in RUL: 30.06.2020

Secondary language

• Language: English
• Title: Teachers' attitudes towards reading literacy in the first three years of primary school

Abstract

Developing reading literacy is a fundamental task in the first educational period of primary school. There are several factors that influence the development of reading literacy, but the most important are the home environment, interest in reading and the school environment. The latter includes mainly competent teachers who are aware of the importance of developing reading literacy, promote its development through various strategies and design lessons to meet children's learning potentials, which is possible through individualization and differentiation of lessons. Since the results of international research on reading literacy are not very encouraging in our country, but we are aware of the importance of early development of reading literacy, we decided to check the attitudes of teachers towards reading literacy in the first educational period. The study also included primary school teachers who participated in experimental NPZs in the 3rd grade of schools in 2017/18 and 2018/19. Our research showed that most teachers believe that development of reading literacy in students is very important even though they do not understand the concept of reading literacy very well. Reading literacy is developed through different reading strategies and in all subjects. Teachers often differentiate lessons, especially by adjusting the scope and difficulty of texts and tasks. The frequency of differentiation of lessons for gifted students gets lower by grades. Teachers are not in favor of NPZ in 3rd grade as this presents to much stress for teachers and students and they also believe that such tests are not appropriate for such an early age. There is also no statistically significant difference in the development of reading literacy compared to teachers who do not participate in NPZ. However, teachers show a very positive attitude towards further education on reading literacy.

• Keywords: reading literacy