Art education has a very important place with the contribution it provides to the spiritual, physical and social development of the individual. In general, the place where children express themselves best, most easily and with pleasure within the education system is the field of art education. The period when their recipients are most open and their learning development is the fastest is the beginning years of education. Therefore, it is very important to focus on the education given in the first years of education separately and with importance for the development of the individual. Visual arts education, which offers the opportunity for the individual to express himself in the best way in the first years of education, is the most important field of art education, and students have the opportunity to synthesize the knowledge they acquire with this course and the knowledge and experiences they have gained from their lives. In addition to the opportunity to use their observation skills and manual skills better and more effectively, it also contributes greatly to the development of their practical intelligence. In this research, 50 classroom teacher candidates who are 4th grade students in the Classroom Teaching Department of the Basic Education Department of the Faculty of Education of Niğde Ömer Halisdemir University at the end of the 2023-2024 academic year were studied. Interview forms were distributed to the classroom teacher candidates who completed their internship programs consisting of a total of 24 weeks and 144 lesson hours by taking all of the teaching practice-1 and teaching practice-2 courses, in order to determine their observations in the conduct of visual arts courses during the internship process.The obtained data was evaluated with descriptive analysis technique and the result was reached. In the research, in addition to the observations, opinions and problems encountered by the classroom teacher candidates regarding the conduct of visual arts courses during the internship program, an evaluation was also made on the attitudes of the classroom guidance teachers towards visual arts courses. The research is also a case study within the qualitative research techniques and was limited to 50 classroom teacher candidates who participated in the research. As a result of the research, it was revealed that the classroom guidance teachers gave priority to mathematics, Turkish and social studies courses while conducting the internship programs, more than half of the students who participated in the research could not observe the visual arts courses, did not explain the subjects, and included other courses that they considered as basic as auxiliary courses in most of the visual arts courses. The aim of this research was to draw the attention of classroom teacher candidates to these deficiencies and to create awareness so that they would not make the same mistakes in their professional lives.

Visual arts, painting, teaching practice, internship, classroom teacher candidates