Visual Culture as a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry

Autor/in	Güler, Ebru
Titel	Visual Culture as a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 7, S.22-52, Artikel 2 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Visual Arts; Art Education; Teaching Methods; Methods Courses; Foreign Countries; Preservice Teachers; Art Teachers; Teacher Education Programs; Lesson Plans; Educational Theories; Elementary Secondary Education; Inquiry; Active Learning; Instructional Effectiveness; Critical Thinking; Visual Literacy; Student Attitudes; Reflection; Turkey + Suchen Sie Ihr Suchwort? Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Ausland; Art teacher; Kunsterzieher; Kunsterzieherin; Lesson planning; Unterrichtsplanung; Educational theory; Theory of education; Bildungstheorie; Aktives Lernen; Unterrichtserfolg; Kritisches Denken; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Schülerverhalten; Türkei
Abstract	The present research investigates the experiences of preservice visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017-2018 spring and 2018-2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills. [This research was presented at the 2nd International Arts Education Research Symposium held in Ankara Turkey, on 6-14 December 2018.] (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01