Examinging the views of art and aesthetic education teacher candidates on the art and aesthetic course

In this study, conducted through a the use of cooperative learning approach (concurrent triangulation design), the perceptions of "Art and Aesthetics" among prospective Art (Resim-İş) teachers at Dicle and Harran Universities were examined. In this context, the relationships between participants' socio-demographic characteristics—such as gender, grade level, university, and the type of high school they graduated from—and their attitudes toward the course were evaluated. Quantitative data were collected via a questionnaire. Contains open-ended survey questions. The findings indicate that there was no significant relationship concerning gender and high school type; however, students in the upper grades displayed more positive attitudes toward the course. Additionally, it was determined that some sub-dimensions of Harran University students' perceptions of the "Art and Aesthetics" course were higher compared to those of Dicle University students. These results suggest that the Art and Aesthetics course plays an important role in enhancing pre-service teachers' professional competencies, aesthetic awareness, and creative thinking skills. The study concludes by recommending a balance between theoretical and practical content, increasing workshop activities, and developing a curriculum that meets students' needs. In doing so, prospective art teachers can be better equipped in their field, develop heightened artistic awareness, and foster a more refined sense of aesthetic appreciation. Keywords: Art Education, Aesthetics, Prospective Art Teachers, Socio-Demographic Variables