Educational Needs of Visual Arts Teachers regarding the Use of Museums in Line with the Out-of-School Education Approach

Autori:

Didem ISLEK

Cod: ISSN: 1583-3410 (print), ISSN: 1584-5397 (electronic)
Dimensiuni: pp. 41-58

How to cite this article:

Islek, D. (2022). Educational Needs of Visual Arts Teachers regarding the Use of Museums in Line with the Out-of-School Education Approach. Revista de Cercetare si Interventie Sociala, 79, 41-58, DOI: 10.33798/rcis.79.3

Abstract:

This research aims to examine the educational needs of visual arts teachers for the use of museums in line with the out-of-school approach to education in terms of learning status and professional seniority variables. The research was carried out using a scanning model from quantitative methods. Visual arts teachers (n=140) make up the universe of research. The results obtained from the researcher that the educational needs of teachers in terms of learning status variable; organizing pre-implementation activities, teaching strategy, using methods and techniques, communicating effectively, ensuring personal and social development and post-implementation activities has shown that it does not differ in regulatory dimensions. However, it has also been found that the educational needs of teachers differ in the way they regulate the educational environment. However, visual arts teachers' educational needs regarding the out-of-school education approach are regulated according to the professional seniority variable, regulating the environment, teaching strategy, using methods and techniques, communicating effectively, ensuringpersonal and social development and post-implementation it has been determined that it does not differ in the dimensions of organizing activities. However, when the opinions of teachers on all dimensions were examined, it was understood that teachers with professional seniority of 16 years or more had a lower degree of need for the approach. This result indicates that teachers in this group have more knowledge of the approach. However, it was found that teachers who needed more education than other teachers had professional seniority between 6-10 years.