Problems encountered by classroom teachers in primary school visual arts classes and assessment according to teachers' views (Bursa province example)

Primary education is basic education. At this level, students are extremely open to learning and the creative side of the individual is supported by the education given in the field of visual arts. Class teachers are the teachers responsible for giving visual arts lessons in primary schools. Therefore, classroom teachers' attitudes towards visual arts lessons, their competencies and the problems they encounter gain importance. A teacher who is free from the difficulties encountered can convey the gains of the lesson to the individuals in the most accurate and useful way and give the necessary stimulation. This research was carried out in order to reveal the problems faced by classroom teachers during the operation and application of visual arts lessons in the example of Bursa province. The research was carried out in the state schools affiliated to the Ministry of National Education within the framework of Bursa Province in the 2018-2019 academic year. The survey application was carried out with 108 educators consisting of classroom teachers of the 1st, 2nd, 3rd and 4th grades of three public schools, selected from 3 central districts, in Bursa Province. A 3-Likert type questionnaire form consisting of 42 questions was used as a data collection tool. During the analysis of the data obtained from the filled questionnaire forms, frequency and percentage distributions were calculated and the findings were presented by digitizing. Quantitative interpretations were made with the support of the literature. According to the findings obtained at the end of the study, it was concluded that most of the teachers attached importance to educating individuals who enjoy the arts, they could use teaching materials in the Visual Arts lesson, they had knowledge about transferring methods and techniques to the student, they could provide feedback and evaluate students' work, and they felt themselves competent in application. Furthermore, few teachers stated that they had information about Turkish and World Art and about transferring it to the student, and that they did not feel themselves competent in the field of cultural heritage. According to the data obtained, it can be said that more than half of the teachers had knowledge about the structure and aims, objectives, learning areas of the program, student achievements and operation. Moreover, the general opinion was that the duration of the course is not sufficient. This research is important in determining the problems faced by classroom teachers in Primary School Visual Arts Lessons. In line with the research results, some suggestions were made for the practitioners and researchers. Keywords: Visual arts education, primary school, learning areas of the program, classroom teachers' competencies, classroom teacher