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Title:Analiza študijskih programov za bodoče predmetne učitelje z vidika zastopanosti elementov bralne pismenosti
Authors:ID Jančič Hegediš, Polona (Author)
ID Licardo, Marta (Author)
Files:.pdf RAZ_Jancic_Hegedis_Polona_2025.pdf (333,07 KB)
MD5: BD946EA7127C229B2E79FF55F71B77B7
 
URL https://press.um.si/index.php/ump/catalog/book/1038/chapter/763
 
Language:Slovenian
Work type:Scientific work
Typology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:PEF - Faculty of Education
UZUM - University of Maribor Press
Abstract:Namen prispevka je prikazati pomen analize študijskih programov, zlasti z vidika bralne pismenosti. V analizi je zajeto 27 pedagoških študijskih programov iz univerz v Ljubljani, Mariboru in na Primorskem. Podrobneje so pregledani študijski programi, po katerih se izobražujejo bodoči učitelji slovenskega jezika. Analiza za te študijske programe kaže, da je na prvi stopnji študijskih programov vključenih več vsebin, ciljev in kompetenc, povezanih z bralno pismenostjo, kot na drugi stopnji, to velja zlasti za Univerzo v Mariboru. Dokaj visoki deleži elementov bralne pismenosti v učnih načrtih so vključeni tudi v družboslovne študijske programe (npr. pedagogika, sociologija), manj pa v naravoslovne študijske programe (npr. tehnika, izobraževalna matematika in biologija). Analiza na ravni vseh programov nakazuje, da se kot osrednji gradnik bralne pismenosti kaže širjenje besedišča in strokovne terminologije. V vseh študijskih programih bodočih predmetnih učiteljev je treba sistematično in strukturirano vključevati vse gradnike bralne pismenosti, saj ti niso vključeni v zadostni meri.
Keywords:analiza študijskih programov, bralna pismenost, pedagoški študijski programi, predmetni učitelji, študenti
Publication status:Published
Publication version:Version of Record
Publication date:05.08.2025
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
Number of pages:Str. 113-129
PID:20.500.12556/DKUM-94898 New window
UDC:028:378
COBISS.SI-ID:246938371 New window
DOI:10.18690/um.pef.8.2025.6 New window
Publication date in DKUM:06.05.2026
Views:173
Downloads:2
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a monograph

Title:Bralni vzori 2
Editors:Dragica Haramija
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
ISBN:978-961-299-025-1
COBISS.SI-ID:244232451 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:V5-2361-2023
Name:Bralni vzori: bralne navade strokovnih delavcev v vrtcih, šolah in fakultetah ter splošnih knjižnicah

Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:05.08.2025

Secondary language

Language:English
Title:Analysis of study programmes for future subject teachers from the perspective of the inclusion of reading literacy elements
Abstract:The purpose of the article is to highlight the importance of analysing study programmes, particularly from the perspective of reading literacy. The analysis includes 27 teacher training study programmes at universities in Ljubljana, Maribor and Primorska. The study programmes for training future Slovenian language teachers are examined. The analysis of these study programmes shows that the first cycle of study programmes includes more content, objectives and competencies related to reading literacy than the second cycle, especially at the University of Maribor. A high proportion of reading literacy elements are also included in social science study programmes (e.g. pedagogy, sociology), but less in natural science study programmes (e.g. technology, educational mathematics and biology). An analysis of all programmes indicates that the expansion of vocabulary and technical terminology is the central component of reading literacy. All components of reading literacy must be systematically and structurally included in all study programmes for future subject teachers, as they are not sufficiently included at present.
Keywords:analysis of study programmes, reading literacy, teacher training programmes, subject teachers, students


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