Abstract
The purpose of this study is to evaluate the function of art and craft teachers programs, based on opinions of teachers graduated from art and craft teachers undergraduate program, for making the teacher candidates gain the "Industrial Design Education" qualification, which is a part of the Fine Arts classes in primary and secondary schools. The research has been conducted with a qualitative research approach. Participants in the research are 43 teachers graduated from Marmara University Atatürk Education Faculty Art and Craft Teaching undergraduate program. Data has been collected by document analysis techniques and surveys developed by the researcher. The transcripts of the teacher candidates graduated at different years from this program are done by examining the documents. The research has been conducted with a qualitative research approach. The research showed that teachers evaluate the industrial design education qualification function of the art and craft teachers undergraduate program according to workshop diversity, workshop course hours, and the content of the program. (i)Teachers are generally negative about the branching that develops in time within the structure of the program. (ii)They think it is a must for teacher candidates to participate in several workshops to gain the required professional qualification for their branch. (iii) And teachers affirm the regulation of craft design workshop as industrial workshop. (iv) they also stress the importance of course hours and program content. On the other hand, teachers make several suggestions about developing the program, the purpose of the program, education method and environment, cooperation between academicians and institutions, so that the art and craft undergraduate program can function more effectively.
Highlights
The purpose, content and methods of art education have gone through enormous changes under the influence of various factors
Art education can be described as "an education system that develops the aesthetic sensibilities of students, increases their thinking capabilities, and helps them to become creative and social individuals who are aware of visual realities." (Türe, 2007: 40 Cite in: Şahin, 1999) An art education of high quality requires a perspective that is aware of the value of art education, qualified art educators, sufficient course hours, proper hardware and tools, and an education program that is capable of renewing itself according to changing demands of the times." (Buyurgan & Buyurgan, 2012)
Şehnaz YALÇIN WELLS – Pegem Journal of Education & Instruction, 4(1) 2014, 75-102 information age and technological means should be reflected in art education environments, and education should be reorganized according to these potentials and requirements
Summary
The purpose, content and methods of art education have gone through enormous changes under the influence of various factors. It has been said that designing this class according to multi-intelligence theory would make it more enjoyable (Ayaydın, 2009) All this can only be achieved if there is sufficient time devoted to art and craft classes in primary and secondary school programs, and if the environment, material, and necessary tools for these lessons are provided (Özsoy & Şahan, 2009). This shows us that there is no adequate inquiry about the role of industrial design main art workshop and how RİÖLPs give ETE qualifications to teacher candidates In this framework, the purpose of this research is to determine the function of RİÖLPs in providing the necessary ETE qualification to teacher candidates as a part of Visual Arts/Art and Craft classes, according to teacher's opinions. Answers to following questions have been investigated: What does art and craft teaching undergraduate program graduates, I. think about RİÖLP's role in providing the necessary ETE qualification to teacher candidates? II. think about reconfigurations in RİÖLP? III. would like to suggest about RİÖLP practices?
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