期刊名称：International Online Journal of Educational Sciences
电子版ISSN：1309-2707
出版年度：2021
卷号：13
期号：1
页码：160-169
语种：English
出版社：IOJES
摘要：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.
关键词：Visual Arts education;Mental Models;Visual Arts pre-service teachers
