Visual Arts Teachers’ Differences in the Teaching Process Identifying Self-Regulation Skills

Yıl 2026, Cilt: 34 Sayı: 1, 152 - 171, 31.01.2026

Derya Öztürk , Çağatay İnam Karahan

https://doi.org/10.24106/kefdergi.1878113

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

Görsel Sanatlar Öğretmenlerinin Öğretim Sürecindeki Öz Düzenleme Becerilerinin Belirlenmesi

Öz

Amaç: Bu çalışma, görsel sanatlar öğretmenlerinin öğretim uygulamalarında öz düzenleme becerilerini nasıl kullandıklarını belirlemeyi ve bu süreçteki deneyimlerini derinlemesine incelemeyi amaçlamaktadır.
Yöntem: Nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseninin kullanıldığı çalışma, 2024-2025 eğitim-öğretim yılında Gümüşhane ilinde görev yapan 5 görsel sanatlar öğretmeni ile yürütülmüştür. Katılımcılar amaçlı örnekleme yöntemiyle belirlenmiştir. Veri toplama süreci iki aşamalı olarak gerçekleştirilmiştir: İlk aşamada hazırlanan form ile sınıf içi ders gözlemleri yapılmış, ikinci aşamada ise gözlem verilerine dayalı olarak yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiş; kodlama işleminin ardından kategoriler ve temalar oluşturularak bu temalar arasındaki ilişkiler bütüncül bir modelle açıklanmıştır.
Bulgular: Araştırma sonucunda, görsel sanatlar öğretmenlerinin öğretim sürecindeki öz-düzenleme becerilerinin; yöntemsel, motivasyonel, çevresel, davranışsal ve zamansal boyutlarda farklılaştığı tespit edilmiştir. Elde edilen bulgular, bu becerilerin öğretmenlerin mesleki gelişimine doğrudan katkı sağladığını göstermektedir.
Önemli Vurgular: Araştırmanın en önemli çıktılarından biri, öz düzenleme becerilerinin tek bir yapıdan ziyade; yöntemsel, motivasyonel, çevresel, davranışsal ve zamansal olmak üzere beş farklı boyutta işlediğinin tespit edilmesidir. Bu çok boyutlu yapının bir sonucu olarak, öğretmenlerin uyguladıkları öz düzenleme stratejilerinin, öğrencilerin yaratıcı ve bağımsız öğrenme süreçlerini anlamlı düzeyde desteklediği görülmüştür. Ayrıca çalışma, öğretmenlerin kendi deneyimlerini sistematik bir şekilde gözden geçirerek öğretim yöntemlerini iyileştirmelerini sağlayan yansıtıcı düşünme pratiklerinin, eğitimin genel niteliğini artırmadaki kritik rolünü ortaya koymaktadır.

Anahtar Kelimeler

Öz Düzenleme , Öğretmen Öz Düzenlemesi , Motivasyon , Görsel Sanatlar

Kaynakça

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