Author :
Abstract
Bu çalışmanın amacı, görsel sanatlar öğretmen adaylarının Görsel Sanatlar öğretimine yönelik zihinsel modellerini incelemektir. Nitel araştırma desenlerinden tekli durum çalışma deseni kullanıldığı araştırmaya, 97 görsel sanatlar öğretmen adayı katılmıştır. Araştırmanın amacına bağlı olarak çiz ve yaz yöntemi kullanılarak farklı veri kaynaklarından veri toplanmıştır. Öğretmen, öğrenci ve sınıf ortamı açısından dokuz davranış araştırılmış ve her bir davranış birer kod olarak tanımlanmıştır. Bu çerçevede görsel sanatlar öğretmeni çiz değerlendirme kriterleri (GSÖÇ-DK) belirlenmiştir. Veriler belirlenen kod ve GSÖÇ değerlendirme kiriteleri çerçevesinde çözümlenmiştir. Elde edilen bulgular neticesinde 54 öğretmen adayı, zihinsel modelleri öğrenci merkezli öğretim modeli ve 43 öğretmen adayı ise zihinsel modelleri öğretmen merkezli öğretim modeli kategorisinde yer aldığı sonucuna ulaşılmıştır. Öğretmen adaylarının cinsiyete göre Görsel Sanatlar öğretimine yönelik farklı inançlara sahip olduğu belirlenmiştir. Ayrıca öğretmen adaylarının öğrenci merkezli öğretim modeline yönelik çizimlerin sınıf düzeyleri ilerledikçe arttığı görülmüştür. Öğrenci ve öğretmen merkezli öğretim modelini yansıtan çizimlerde farklı imgeler bulunmuştur. Görsel sanatlar öğretmen yetiştirme programları, özellikle Görsel sanatlar öğretimine yönelik yanlış inançları giderecek şekilde planlanması ve öğrenci merkezli eğitim yaşantılarının barındıran ortamların sağlanması önerilmektedir.
Keywords
Abstract
This study aims to investigate the mental models of prospective visual arts teachers toward visual arts education. In the study, which employed a single case study design, one of the qualitative research designs, 97 prospective visual arts teachers were included as participants. Based on the aim of the study, data from various sources of data were collected by using the draw-and-write method. In terms of teachers, students, and classroom environments, nine behaviors were investigated and each behavior was assigned with a code. Within this framework, visual arts teachers’ drawing criteria (VATD-C) were determined. The data were analyzed within the framework of the codes and VATD evaluation criteria. As a result of the findings that were obtained, it was concluded that the mental models of 54 prospective teachers were placed in the student-centered education model while the mental models of 43 prospective teachers were placed in the teacher-centered education model category. According to the variable of gender, it was determined that prospective teachers had different beliefs toward visual arts education. Additionally, it was observed that the drawings of prospective teachers in the student-centered education model were increased as the grade levels advanced. Different images were found in the drawings that reflected the student and teacher-centered education model. It is suggested that programs that train visual arts teachers should be specifically planned in a way that eliminates false beliefs toward visual arts education, and environments that include student-centered education experiences should be provided
Keywords
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