Developing Visual Literacy Skills in Teacher Education: Different Ways of Looking at the Visual Images

Autor/inn/en	Özsoy, Vedat; Saribas, Sevcan
Titel	Developing Visual Literacy Skills in Teacher Education: Different Ways of Looking at the Visual Images
Quelle	In: Educational Policy Analysis and Strategic Research, 16 (2021) 3, S.67-88 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özsoy, Vedat) ORCID (Saribas, Sevcan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Visual Literacy; Teacher Workshops; Inservice Teacher Education; Art Teachers; Visual Arts; Elementary School Teachers; Secondary School Teachers; Critical Thinking; Creative Thinking; Thinking Skills; Skill Development; Relevance (Education); Consciousness Raising; Consumer Economics; Cultural Context; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Lehrerfortbildung; Art teacher; Kunsterzieher; Kunsterzieherin; Optische Gestaltung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kritisches Denken; Kreatives Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Relevance; Relevanz; Bewusstseinsbildung; Konsumökonomie; Ausland; Türkei
Abstract	This article attempts to use different ways of looking that help classroom and visual art teachers analyze the meanings attributed to visual images, thereby enhancing their visual literacy skills. In the study, holistic multiple-case sampling was employed in the context of case study method as each group of teachers was individually considered as an analysis unit and their analysis of visual images through different ways of looking was evaluated in a holistic way. The participants of the study comprised of a total of 508 teachers who attended teacher training workshop of the Project titled 'The Implementation of Visual Culture Theory on Primary and Secondary Visual Arts Courses.' The data were collected with worksheets, artistic drawings and participant diaries and analyzed inductively. The data were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience. The results denoted that classroom and visual arts teachers interacted with images through a series of questions related to different ways of looking at visual images, questioned visual representations, artistic components and sub-meanings and created various meanings in terms of social, economic, psychological and cultural contexts, thereby increasing their visual literacy skills. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01