20.500.12556/DKUM-94895 Osnovnošolski in srednješolski učitelji kot bralni zgled analiza bralnih navad Primary and secondary school teachers as reading role models an analysis of reading habits Prispevek predstavlja bralne navade osnovnošolskih in srednješolskih učiteljev in je nastal v okviru projekta Bralni vzori: bralne navade strokovnih delavcev v vrtcih, šolah in fakultetah ter splošnih knjižnicah o bralnih navadah vzgojiteljev, osnovnošolskih učiteljev, srednješolskih učiteljev, univerzitetnih učiteljev na pedagoških smereh študija, študentov pedagoških smeri ter knjižničarjev v šolskih in splošnih knjižnicah. Osredinili smo se na 5 vprašanj, povezanih z branjem osnovnošolskih in srednješolskih učiteljev, in sicer (1) koliko časa tedensko namenijo branju knjig, (2) koliko knjig so prebrali v zadnjih 12 mesecih, (3) pogostost branja glede na namen, (4) vrsto tiskanih gradiv, ki jih berejo, ter (5) ali se dojemajo kot bralci. Nekatere podatke smo primerjali tudi z drugimi raziskavami (npr. Knjiga in bralci VII). Ugotavljamo, da slovenski osnovnošolski in srednješolski učitelji na splošno izkazujejo visoko bralno angažiranost, ki presega povprečje splošne populacije, pri čemer se jih večina dojema kot bralce, kar ustvarja dobro izhodišče za vlogo bralnega vzora. This paper examines the reading habits of primary and secondary school teachers and was conducted within the framework of the project “Reading Role Models: Reading Habits of Professionals in Kindergartens, Schools, Faculties, and Libraries,” which investigates the reading practices of preschool, primary and secondary school teachers, university teachers in pedagogical fields, students in pedagogical programs, and librarians in both school and public libraries. We focused on five questions related to the reading behavior of primary and secondary school teachers: (1) the amount of time they allocate weekly to reading books; (2) the number of books they have read in the past twelve months; (3) reading frequency according to purpose; (4) the types of printed materials they read; and (5) whether they perceive themselves as readers. Some data were also compared with findings from other studies (e.g., Books and Readers VII). We find that Slovenian primary and secondary school teachers generally exhibit a high level of reading engagement, exceeding the average observed in the general population, and that the majority perceive themselves as readers, thereby providing a solid foundation for their role as reading role models. bralna pismenost bralne navade učiteljev bralna kultura učitelj kot bralni zgled reading literacy teachers’ reading habits reading culture reading teachers as reading role models true false true Univerza v Mariboru, Univerzitetna založba Slovenski jezik Angleški jezik Znanstveno delo 2025-08-29 03:32:18 2026-05-06 10:25:43 2026-05-07 03:10:30 0000-00-00 00:00:00 2025 0 Maribor 0 Str. 23-44 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-08-05 028:37.011.3-051 244232451 246895619 10.18690/um.pef.8.2025.2 RAZ_Ograjsek_Sabina_2025.pdf RAZ_Ograjsek_Sabina_2025.pdf 1 D4E5E559E1085121143CCD9D9BB2D622 73b33e051f72745a3c0421b1c35aad4593563ca5e0db212a1b5a8be15e59ba82 21846ef0-4925-11f1-baa1-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205812 https://press.um.si/index.php/ump/catalog/book/1038/chapter/759 1 00875239-8478-11f0-9b5d-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=196917 Pedagoška fakulteta Filozofska fakulteta Univerzitetna založba Univerze v Mariboru 0 0 0