DRAMA USAGE STATUS OF TURKISH TEACHERS (The Case of Zonguldak Province)


In this study, it is aimed to determine the use of drama to the Turkish language teachers in the courses and the effects they observed as a result of their use. The research was carried out by using semi-structured interview forms formed by the researchers as a data collection tool with the interview method included in the qualitative research. 54 Turkish teachers working in schools affiliated to MoNE were interviewed. The information and opinions of the teachers who participated in the interviews were recorded in the interview forms and then the forms were analyzed by document analysis. It was determined that 51 (%94,4) teachers were used drama in their course, but 3 (%5,6) were not used. When the teachers who did not use drama in their classes asked why they did not use it, it was revealed that a teacher did not use them as self-induced, one did not receive drama training and one had to prepare her students to the exam. As a result, it is understood that almost all of the teachers used educational drama in their lessons. When asked about the benefits of using drama, 34 (63%) of 54 teachers stated that it improved their communication skills, 27 (50%) stated that it provided effective teaching, and 25 (46%) stated that drama improved self-confidence. 17 (31%) teachers reported that drama helped to develop empathy, 15 (27%) teachers reported that students gained awareness of being a team through dramas. 13 (24%) teachers stated that students' active participation in the course increased through drama. There are 9 (16%) teachers who stated that they developed imagination and creativity. 8 (15%) teachers stated that drama contributed to the development of emotional intelligence and the formation of personality in the student. However, it was determined that teachers did not mention the development of educational drama in terms of critical thinking.


Keywords


teaching Turkish, drama, educational drama, the benefits of drama

Author : Ahmet ASAR -Filiz METE
Number of pages: 321-334
DOI: http://dx.doi.org/10.29228/TurkishStudies.22900
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Turkish Studies-Educational Sciences
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