Visual Arts Teachers’ Differences in the Teaching Process Identifying Self-Regulation Skills
Öz
Purpose: This study aims to determine how visual arts teachers utilize self-regulation skills within their instructional practices and to examine their experiences regarding this process in depth.
Method: Utilizing a phenomenological design, a qualitative research method, this study was conducted with 5 visual arts teachers working in the province of Gümüşhane during the 2024-2025 academic year. Participants were selected using the purposive sampling method. The data collection process was carried out in two stages: In the first stage, classroom observations were conducted using a prepared form; in the second stage, semi-structured interviews were held based on the observation data. The obtained data were analyzed using content analysis; following the coding process, categories and themes were established, and the relationships between these themes were explained through a holistic model.
Findings: As a result of the research, it was determined that the self-regulation skills of visual arts teachers in the instructional process differentiated across methodological, motivational, environmental, behavioral, and temporal dimensions. The findings indicate that these skills contribute directly to the professional development of the teachers.
Highlights: One of the most significant outputs of the research is the determination that self-regulation skills operate in five distinct dimensions methodological, motivational, environmental, behavioral, and temporal rather than as a single structure. As a result of this multidimensional structure, it was observed that the self-regulation strategies implemented by the teachers significantly support students' creative and independent learning processes. Furthermore, the study reveals the critical role of reflective thinking practices which enable teachers to systematically review their own experiences and improve their teaching methods in enhancing the overall quality of education.
Anahtar Kelimeler
Self-Regulation, Teacher Self-Regulation, Motivation, Visual Arts
Kaynakça
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