Özet:

Today’s education programs constantly emphasize goals such as optimizing students’ cognitive, affective and psychomotor skills, and aim to prepare them for life. In this sense, student-centered activities and active participation are of great importance. Drama is one of the most effective ways to encourage students’ active participation. “Drama is the art of portraying and making sense of an experience, event, idea or even sometimes an abstract notion or behavior by making use of drama techniques like improvisation, acting etc. This process also occurs through reorganizing cognitive patterns in the past, and through “play-like” processes in which previous experiences and life events are revised”. The current study aims to reveal the self-efficacy levels and perceptions of prospective fourth grade Turkish language and classroom teachers having taken drama courses and studied at the Primary School and Turkish Teaching Departments of Ahi Evran University. The study also examined whether the self-efficacy levels of students from these departments differentiate in terms of departmental focus and gender. The study is  descriptive, meaning that it aims to reveal the current situation in total and makes use of a screening model. The data of the study was gathered using a five-point Likert scale including 46 questions. During the data analysis processes, the researcher made use of frequency, percent, arithmetic average, standard deviation and t-tests. The level of significance of the comparisons was .05. The study findings suggest that the drama related perceptions and self efficacy skills of prospective teachers were moderate. Additionally, among the participant teachers there was found to be no significant correlation between teachers' scores and their gender, departments, perceptions, self-efficacy levels and drama courses they currently take.

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