Orthographic competence of primary school teachers

Pravopisna zmožnost je sposobnost obvladovanja in uporabe pravil pri pisanju določenega jezika. Pri pravopisni zmožnosti sta zelo pomembni dejavnosti natančno branje in pisanje. V magistrskem delu z naslovom Pravopisna zmožnost učiteljev razrednega pouka so v teoretičnem delu predstavljeni sporazumevanje, pismenost, operativni cilji iz učnega načrta za slovenščino ob koncu drugega vzgojno-izobraževalnega obdobja, standardi znanja, slovenski pravopis ter pravila iz pravopisa, vezana na cilje pravopisne zmožnosti. V empiričnem delu predstavljamo raziskavo, v kateri je sodelovalo 105 učiteljev razrednega pouka na slovenskih osnovnih šolah. S pomočjo testa v obliki besedila, v katerem je bilo 67 pravopisnih napak, sestavljenih po operativnih ciljih pravopisne zmožnosti iz učnega načrta za slovenščino (2011) ob koncu drugega vzgojno-izobraževalnega obdobja, smo preverjali pravopisno zmožnost učiteljev razrednega pouka. Učitelji so morali besedilo pravopisno popraviti brez pomoči pravopisa in drugih pripomočkov. Pravopisno zmožnost smo primerjali med učitelji razrednega pouka s podeželskih in mestnih šol. Pri popravljanju besedila so bili učitelji najbolj uspešni pri zapisovanju imena jezikov (99,0 %), najmanj uspešni pa pri uporabi oklepaja (66,7 %). Veliko težav so imeli tudi pri uporabi končnih ločil na koncu enostavčnih in večstavčnih povedi. Slabši rezultati so bili tudi pri zapisovanju imen praznikov, predvsem pri prazniku gregorjevo. Menimo, da so učitelji pravopisno dobro usposobljeni. Upamo, da svoje znanje občasno nadgrajujejo z izobraževanji ali dodatnimi gradivi.Orthographic competence is the ability to master and apply rules for writing a specific language. In orthography, accurate reading and writing play a key role. In the master\u27s thesis entitled Orthographic competence of primary school teachers, the theoretical part presents communication, literacy, operational goals from the curriculum for Slovene language at the end of the second educational cycle, knowledge standards, Slovenian language spelling and its rules in relation to the orthographic competence goals. In the empirical part, we present a survey that was conducted at Slovene primary schools. It included 105 primary school teachers. The spelling competence among the primary teachers was checked using a text-based test which contained 67 spelling mistakes based on the operational goals of the orthographic competence from the Slovene language curriculum at the end of the second educational cycle (2011). The teachers were asked to correct the text without any help from spelling or other aids. Then we also compared the orthographic competence between teachers from rural and urban schools. The teachers were the most successful at writing names of languages (99.0%) and the least successful at using brackets (66.7%). They had a lot of problems with the use of end punctuation at the end of simple and compound sentences. They also scored low at writing holidays, especially gregorjevo. We believe that teachers are well-trained in orthography and improve their knowledge regularly