İngilizce Öğretmenliği Aday Öğretmenlerinin Drama Aktivitelerini İngiliz Dili Eğitimine Entegre Etme Konusundaki Görüşlerinin ve İngilizce Öğretiminde Drama Dersi’ndeki Deneyimlerinin Araştırılması

Abstract

Bu çalışma, İngiliz Dili Eğitimi bağlamında dramaya dayalı etkinliklerin entegrasyonuna ilişkin İngilizce öğretmen adaylarının algı ve deneyimlerini incelemektedir. Nitel araştırma desenine ve Temellendirilmiş Kuram yaklaşımına dayanan bu çalışmada, Türkiye’deki bir vakıf üniversitesinde “İngilizce Öğretiminde Drama” dersini alan 32 öğretmen adayıyla açık uçlu anketler ve yarı yapılandırılmış odak grup görüşmeleri yapılmıştır. Veriler, açık, eksenel ve seçici kodlama teknikleriyle analiz edilmiştir. Bulgular üç ana tematik boyutu ortaya koymuştur: duygusal dönüşüm, mesleki yeterlik ve kişisel katılım. Katılımcılar, başlangıçtaki kaygılarının zamanla özgüvene ve keyifli bir öğrenme sürecine dönüştüğünü belirtmiş; bu durum, dramaya dayalı öğretimin duygusal ve kişilerarası gelişim üzerindeki etkisini göstermiştir. Ayrıca dersin, pedagojik bilgi birikimlerini geliştirdiği; yaratıcı öğretim stratejileri, sınıf yönetimi becerileri ve öğrenci merkezli yöntemlerin uygulanmasında katkı sağladığı vurgulanmıştır. Drama, iletişimsel yeterlilik, yaratıcılık ve kültürel farkındalık kazandıran dinamik, motive edici ve özgün bir öğretim aracı olarak değerlendirilmiştir. Yaş gruplarına uygunlukla ilgili bazı çekinceler belirtilse de genel görüş, dramanın farklı öğretim bağlamlarında uyarlanabilir ve işlevsel olduğu yönündedir. Çalışma, öğretmen yetiştirme programlarında dramanın temel bir yöntem olarak benimsenmesi gerektiğini önermektedir. Bu doğrultuda, öğretim programı tasarımı ve öğretmen eğitimi için çeşitli çıkarımlar sunulmuştur.

Keywords

• Drama Temelli Dil Öğretimi
• İngilizce Öğretmen Adayları
• Öğretmen Eğitimi ve Mesleki Gelişim

Exploring the Perspectives of ELT Pre-Service Teachers on Integrating Drama Activities into English Language Teaching and their Experiences in Drama in ELT Course

Abstract

This study explores the perceptions and experiences of pre-service English language teachers regarding the integration of drama into English Language Teaching (ELT). Framed within a qualitative research design grounded in the principles of Grounded Theory, the study employed open-ended questionnaires and semi-structured focus group interviews with 32 participants enrolled in a Drama in ELT course at a foundation university in Türkiye. Data were analyzed using open, axial, and selective coding techniques.Findings revealed three major thematic dimensions: emotional transformation, professional competence, and personal engagement. Participants reported a significant shift from initial anxiety to increased self-confidence and enjoyment, highlighting drama’s impact on emotional and interpersonal development. The course also enhanced participants’ pedagogical knowledge, equipping them with creative teaching strategies, improved classroom management skills, and the ability to implement learner-centered methods. Moreover, drama was perceived as a dynamic, motivating, and authentic instructional tool that fosters communicative competence, creativity, and cultural awareness.Despite a few concerns regarding age appropriateness, the overall perception emphasized drama’s adaptability and relevance across diverse teaching contexts. The study concludes that drama should be regarded as a foundational method in teacher education programs, supporting the integration of emotional, cognitive, and linguistic dimensions in ELT. Implications for curriculum design and teacher training are also discussed.

Keywords

• Drama-Based Language Teaching
• Pre-Service English Language Teachers
• Teacher Education and Professional Development

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