GÖRSEL SANATLAR ÖĞRETMENLERİNİN KARŞILAŞTIKLARI PROBLEMLER VE ÇÖZÜM ÖNERİLERİ.

Art education is of great importance because of its contribution to the individual's social, physical and spiritual development, and within the general education system, the place where the child can express his or her creativity most comfortably is the field of art education. Because of students' enthusiastic and restless mental structure and the openness of their emotional world to outside, the first years of education which is the period when the sensors are most open is vital. However, unfortunately other than private schools, the earliest period when students can meet visual arts teachers is at the age of 11 (5th grade). Visual arts education contributes greatly to the ability of students to synthesize the knowledge they have learned from their own experiences with the subjects they have learned in their visual arts classes, to improve their observation skills and manual dexterity, and to accelerate their practical intelligence. In the present study, the data were obtained by interviewing a total of 16 visual arts teachers who were working in every middle school (15 middle schools) in the city center of Niğde during the academic year 2018-2019. The teachers were administered interview forms consisting of five questions. The obtained data were evaluated according to the descriptive analysis technique, one of the qualitative research techniques. The study results revealed that the visual arts teachers encounter problems such as inadequate course hours, environments without sufficient equipment, crowded classes that make the lessons difficult to teach, parents who do not give importance to the class, students who do not or cannot supply class materials and curriculum that does not go accordingly. The study is important in terms of determining the common problems faced by visual arts teachers. It is believed that with the help of the study data obtained, the public belief about the visual arts classes which have been gradually discredited by some parents and students can be improved, the classes can be reorganized by pointing to the teachers' education conditions, and the recommended solutions for the problems teachers encounter can contribute to the field. [ABSTRACT FROM AUTHOR]