Abstract:

Drama provides learning through ways of role playing and problem solving. It is a must that drama, which is intertwined with life, is used in the field of education, especially in Turkish teaching. In this study, the aim was to determine thoughts of primary school teachers of fourth and fifth grade on using drama method in Turkish lessons. The study was carried out on 12 classroom teachers working in schools which are under the Ministry of Education of Menderes district of city, Izmir. The data were collected through semistructured interview. The data obtained was analyzed through content analysis techniques which are used in qualitative method and the findings obtained were interpreted by categorizing. In this study, it was determined that all of the teachers used drama method effectively in Nasreddin Hodja anecdotes, in fables, especially in theater and drama texts and in the texts of shadow play and that the teachers had not received drama education throughout their professional life. In addition, half of teachers emphasized that they used drama in motivation stage of lesson and the other half emphasized that they used drama in the normal course of lesson. Teachers stated that students’ self-confidence would improve by doing and experiencing and that a more permanent learning would occur through the use of drama method. Teachers stated that effective regulation of in-service training courses should be provided by the Ministry of Education and that drama lessons in teacher training programmes of Education Faculties should be more effective by ensuring the participation of students in order that drama method can be used effectively and efficiently. In addition, teachers emphasized the need to associate the primary scho

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