Sümeyye Konuk
Doctorate: Marmara Üniversity, Education Science Institute.
Master Degree: Muğla Sıtkı Koçman University, Education Science Institute
Licence: Muğla Sıtkı Koçman University, Education Faculty
Master Degree: Muğla Sıtkı Koçman University, Education Science Institute
Licence: Muğla Sıtkı Koçman University, Education Faculty
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The aim of this research is to reveal the place of visual literacy skills in education and teacher training longitudinally. In the research, first, the place of visual literacy skills in primary and secondary education mother tongue lessons was examined. Then, Turkish Language and Literature Teaching and Turkish Teaching Undergraduate Programs were examined in the context of visual literacy. The method of the research is document analysis. The study objects of the research are primary school, secondary school, mother tongue teaching programs, and mother tongue teacher training undergraduate programs. The data were analyzed by content analysis. Research findings show that visual literacy skills are dealt with by decreasing longitudinally in curricula. Visual literacy is included in many titles and acquisitions in primary and secondary education programs and in high school education programs. On the other hand, our undergraduate programs that train mother-tongue language teachers seem to lag in terms of thepresence of visual literacy in the programs. This research emphasizes the importance of visual literacy in mother-tongue education and its reflection on mother-tongue teacher training.