Ferah BURGUL ADIGUZEL
Turkish Language and Literature Education Department, Gazi University, TURKEY
DOI: 10.14689/ejer.2021.91.10

ABSTRACT
Purpose: The purpose of this study was to examine the creative drama-based lesson plans prepared by the prospective Turkish language and literature teachers in terms of structuring elements.
Research Method: The study was designed as a basic interpretive qualitative study. The data of the study were collected through the lesson plans prepared by the students. All the lesson plans were evaluated in general using Korkut’s (2020) Drama Lesson Plan Rubric, and then five lesson plans representing the good-moderate-poor were identified as the samples. The lesson plans identified as sample were analyzed in line with the structuring headings for the creative drama lesson plan developed by Adıgüzel (2006), and the common bad and good practices were exemplified through the plans.
Findings: Based on the results of the study, it was found that the lesson plans of the prospective teachers were moderate and good in terms of process (progressivity), language use, activity, and method and technique use. The shortcomings in the lesson plans were found to be as follows: identifying too many learning outcomes to cover in the time available, not preparing activities for all the learning outcomes, creating dramatic situations that do not involve dramatic conflicts and tension, and not evaluating all the learning outcomes.
Implications for Research and Practice: The research results revealed that designing and developing a creative drama-based lesson plan is important for the prospective Turkish language and literature teachers. Therefore, a two-semester drama course should be included into the curriculum, and one of these courses should have a content including the headings of plan design, plan analysis, plan evaluation, and plan application.
Keywords: Creative drama, lesson planning, Turkish language and literature teaching.