Özet:

This study aims to determine the conditions of the use of the drama in the lessons and the effects they observe in the use result. The research was carried out using semi-configured forms of conversation created by researchers as a data collection tool with the method of conversation included in the quality research framework. 54 Turkish teachers working in MEB-related schools have been discussed. The information and opinions of the teachers who participated in the interviews were recorded in the interviews forms and then the forms were examined by document analysis. 51 (94.4) teachers used the 3 (5.6) teachers did not use the 3 (5.6) teachers did not use the 3 (5.6) teachers did not use the 3 (5.6) teachers did not use the 3 (5.6) teachers did not use the 3 (5.6) teachers did not use the 3 (5.6). When it comes to the reasons why teachers don’t use drama in their classes, it turns out that a teacher doesn’t use the drama as a source of himself, that a teacher doesn’t use it because he doesn’t get drama training, and that a teacher doesn’t use it because he prepares students for the exam. As a result, it is clear that almost all teachers use educational drama in their classrooms. When asked what the benefits of using drama are, 34 of the 54 Turkish teachers who received an opinion (63) observed that they developed their communication skills in students 27 (50%) provided effective teaching, 25 (46) observed that they created self-confidence in students. 17 of the teachers (31%) that the drama is beneficial to develop empathy, while 15 (27%) teachers that the students gained the awareness of being a team thanks to the drama. 13 (24%) teachers pointed out that the student’s active participation in the class was increased in the drama practices. There are 9 (16%) teachers who indicate that they have developed imagination and creativity. 8 (15%) teachers said that the drama contributed to the development of emotional intelligence and the formation of personality in the student. However, it has not been found that teachers have not been pointed to the development of the dramatic activities of critical thinking.

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