The teaching of Slovene teachers in the light of their personal reading experiences:

Diplomski seminar obravnava, kakšni so bralni užitki in druge bralne izkušnje osnovnošolskih učiteljev slovenščine, ki poučujejo učence od sedmega do devetega razreda, skozi njihovo poučevanje. Z metodologijo šestih polstrukturiranih individualnih bralnih intervjujev je bilo ugotovljeno, da so ti učitelji že od začetka bralne poti tudi sami strastni bralci, ki skušajo z lastnimi bralnimi izkušnjami skozi poučevanje učence zapeljevati v branje. Njihovo navdušenje nad branjem se je začelo že v družinskem okolju, za katerega vemo, kako pomembno je, in se je nadaljevalo skozi različne stopnje izobraževanja. Pokazalo se je, da so učitelji največ brali za lasten užitek v primarnem in sekundarnem izobraževanju. Terciarno izobraževanje (študij slovenistike) je od njih zahtevalo, da so morali prebrati veliko študijske literature, zato tukaj učitelji sami ne morajo govoriti o bralnih užitkih, ampak samo o količini prebranega. Sedaj, ko so v vlogi učitelja, si čas za branje vzamejo med šolskimi počitnicami in posegajo po različnih žanrskih zvrsteh ter se tudi izpopolnjujejo na strokovnem področju, vendar premalo vedo o smeri pedagogike branja za užitek. Velik poudarek, predvsem pri književnem pouku, učitelji dajejo na pogovor pred, med in po branju. Učni načrt predmeta slovenščina je po mnenju učiteljev zastavljen zelo široko, kar pomeni, da lahko učitelj po lastni presoji izbere besedila. Pri zapeljevanju v branje uporabljajo različne strategije in motivatorje, kot so deljenje lastnih bralnih izkušenj, priporočanje dobrih knjig, interaktivni pripomočki, odprte debate ter spodbujanje k bralni znački.This diploma examines reading pleasures and other reading experiences of Slovene teachers who teach students from seventh to ninth grade at the elementary level. Applying the methodology of six semi-structured individual interviews, we found that teachers themselves have been passionate readers since the beginning of their reading journey. Through their own reading experiences and their teaching, they now try to lead their students to read. Their enthusiasm for reading emerged early in the family environment, the importance of which is well-established, and continued through different stages of education. It turns out that it was during primary and secondary education that teachers read for pleasure the most. Tertiary education (Slovene Studies) required them to read a lot of study literature, which is why they, in retrospection, can only speak about the quantity of the material they read rather than the pleasures related to reading it. In their current role as a teacher, they take the time to read during school holidays and reach for different genres, also educating and improving in their professional field. They place great emphasis on pre-, while-, and post-reading discussions, especially when teaching literature. According to their opinion, the Slovene curriculum is very broadly defined, granting them freedom to choose texts at their own discretion. To encourage their students to read, teachers use various strategies and motivators, such as sharing their own reading experiences, recommending good books and interactive aids, conducting open debates, and encouraging them to take part in the Reading Badge programme