In the master's thesis we discuss what the primary school education workers' reading culture is like and the importance of their expectations they have from their pupils regarding reading long-form and challenging printed text. The beginning of the theoretical part was dedicated to the discussion of understanding the role of the primary school, which offers general education, and the changes of our attitude towards the abstract and complex knowledge, which are established by a combination of pedagogical conceptualizations of spontaneity, authenticity, economic effectiveness, and competitiveness. Based on the importance of teachers’ expectations in the learning process, we connected the issue of the prevailing understanding of knowledge, which ought to be acquired by young generations in primary school with reading. We then presented the research, warning about the negative trends in reading long-form printed texts. In the empirical part of the thesis, we conducted a case study of a primary school with the purpose of self-evaluation of the chosen school. In it, we analysed the viewpoints of the education workers on the reading culture with the help of a survey questionnaire. Furthermore, we asked the teachers about their professional opinions on reading long-form printed texts, about their evaluation of reading habits and reading comprehension among pupils of the second and third triad of their primary school, as well as about whether they expect their pupils to read. The results of the conducted research showed that the respondents value reading as important for them as well as for their pupils. But at the same time the respondents do not think that they read enough and the in-depth reading of long-form texts is mostly not something they include into the learning process, neither do they expect this type of reading from pupils during lessons or exams.
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