Today, the rapid proliferation of digital environments and the games played in these environments, as well as children's increasing digital-based game playing habits, prevent them from socializing with their peers and developing various motor skills. Our schools, where they are somewhat removed from these digital gaming environments, offer a rich environment for children to be intertwined with people of many ages and identities. In this environment, students' interaction with each other should be increased in the classroom as well as in free time outside the classroom. Teachers can provide a common space where everyone has the right to express themselves equally, especially for students who have difficulty expressing themselves. When considered within the context of the Turkish lesson, drama is a technique that allows students to experience all these emotions and skills. Although there are studies on what kind of feelings, thoughts and judgments teachers have for the technique as the founding element in this application, it is a need to examine and determine in detail whether the application of drama in Turkish lessons is preferred by pre-service teachers who are currently continuing their student life and who can look at the situation from both teacher and student perspectives, or the opinions of pre-service teachers against the problems that may arise in practice.The aim of this study is to evaluate the opinions of pre-service teachers who will perform the Turkish course, which is based on developing the four basic skills of students, on the use of drama technique in the lessons. Within the scope of the research, semi-structured interview forms were applied to 6 prospective Turkish language teachers studying at Düzce University who had previously taken drama courses during their undergraduate years. The qualitative data obtained from the forms were divided into categories and themes, examined in detail and subjected to content analysis. As a result of the research, it was seen that the majority of the prospective Turkish teachers thought that the drama technique activated the learning processes of the students, that it gave the students the most reading and speaking skills, and that it was a time-consuming technique with active participation in the lesson.
Drama, technique, Turkish Education, teacher candidate