[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594015-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594015-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","visual-culture-as-a-teaching-practice-in-visual-arts-education-in-turkey-practitioner-inquiry","Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry","","The research investigates preservice visual arts teachers’ experiences when planning and applying a course centered on visual culture within special teaching methods in Turkey. The course provided methodological guidance for teaching arts-related topics in visual arts education, delivered theoretically in the first semester and emphasized in application during the second. Using criterion sampling, five participants were studied through practitioner inquiry across 2017–2018 spring and 2018–2019 fall semesters. Semi-structured interviews, document review, and reflective notes were analyzed with descriptive methods, showing gains in students’ critical perspective, everyday awareness, communication, and inquiry skills via the course plan.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/visual-culture-as-a-teaching-practice-in-visual-arts-education-in-turkey-practitioner-inquiry/594015/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/visual-culture-as-a-teaching-practice-in-visual-arts-education-in-turkey-practitioner-inquiry/594015.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What course focus and teaching context does the study examine?","Question",{"text":62,"@type":63},"The study examines a special teaching methods course focused on visual culture in visual arts education, including how arts-related topics should be taught in Turkey.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were participants selected and what research method was used?",{"text":67,"@type":63},"Five preservice visual arts teachers were selected using criterion sampling, and the research used practitioner inquiry.",{"name":69,"@type":60,"acceptedAnswer":70},"How was the teaching practice implemented during the application phase?",{"text":71,"@type":63},"Participants taught the course plans on visual culture that they created during their practice to primary and secondary school students over two weeks of classes.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594015,1792190272,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 7 | Article 2 |\n| --- | --- |\n| 2021\u003Cbr>Visual Culture As a Teaching Practice in Visual Arts Turkey: Practitioner Inquiry\u003Cbr>EBRU GÜLER\u003Cbr>Erzincan Binali Yıldırım University, Turkey\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Art Education Commons | Education in |\n\nRecommended Citation  \nGÜLER, E. (2021) . Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry. Australian Journal of Teacher Education, 46(7) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n7.2](http://dx.doi.org/10.14221/ajte.2021v46n7.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss7/2](https://ro.ecu.edu.au/ajte/vol46/iss7/2)  \nVisual Culture as a Teaching Practice in Visual Arts Education in  \nTurkey: Practitioner Inquiry  \nEbru GÜLER  \nErzincan Binali Yıldırım University, Turkey  \nAbstract: The present research investigates the experiences ofpreservice 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 offive 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.  \nDuring 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  \nstudents 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  \nprofessional experiences and skills.  \nIntroduction  \nToday, pedagogy in a visual cultural context has a structure that expands the possibilities and even offers new ones. The effect of new production methods around technology is increasing and expanding the boundaries of visual culture and is becoming an important resource of pedagogy. Visual culture pedagogy refers to an approach that goes beyond the classroom that is associated with relating real-life issues from a visual culture perspective and is a process based on student-centered creative inquiry. This pedagogical approach aims to effectively bring the experiences of informal learning into process (Duncum, 2009; Freedman et al., 2013) . Visual culture pedagogy allows children to become self-directed, independent and to have meaning-producing and interpretive experiences. Hence, teachers are expected to transform themselves personally and professionally. In the subjective developmental process, students focus on their own stories and become creative individuals through these stories. During this process, it is critical that teachers construct a guiding identity. Because visual culture pedagogy is an open-ended process through which  \nstudents question their subjective selves and develop critical thinking s","cbCaipTkp8RJ9LI7","https://ap.wps.com/l/cbCaipTkp8RJ9LI7","pdf",944926,32,"English","# Abstract\n# Introduction","[{\"question\":\"What course focus and teaching context does the study examine?\",\"answer\":\"The study examines a special teaching methods course focused on visual culture in visual arts education, including how arts-related topics should be taught in Turkey.\"},{\"question\":\"How were participants selected and what research method was used?\",\"answer\":\"Five preservice visual arts teachers were selected using criterion sampling, and the research used practitioner inquiry.\"},{\"question\":\"How was the teaching practice implemented during the application phase?\",\"answer\":\"Participants taught the course plans on visual culture that they created during their practice to primary and secondary school students over two weeks of classes.\"}]","Visual Culture As a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry | PDF",1792078375,81]