Investigation of the questions of the primary first year teacher in the use of the drama process

The first literacy teaching forms the basis for the individual to obtain the necessary information throughout his / her life. For this reason, the first literacy is the first step of lifelong learning. The fact that the information provided in the first literacy teaching is permanent and effective depends on the nature of the studies carried out in this period. In this research, it was aimed to determine the opinions of the primary school teachers about the examination of the views of the first grade teachers on the use of the drama method in reading and writing in the first literacy teaching. The application of the research was carried out in 22 elementary and primary schools affiliated to the Istanbul Provincial Directorate of Education at the provincial center of Istanbul in the 2016-2017 school year. The sample of the research was applied to the opinions of 80 first grade teachers working in 13 state and 9 private schools in the provinces of Istanbul, Küçükçekmece, Fatih, Kadıköy, Avcılar, Bahçelievler, Tuzla, Bağcılar, Bakırköy, Eyüp, Gaziosmanpaşa and Şişli. The research data were collected through semi-structured interview method from qualitative research methods in order to clarify teacher opinions more clearly. Deciphering method is used for collecting the data. Research data were collected using a semi-structured interview form. Data from semi-structured interviews were analyzed using the "Descriptive Analysis" technique. Findings obtained from the opinions of class teachers participating in the research were classified according to research questions and presented in tabular form. In addition, it was tried to support the findings by making individual quotations from the opinions of the teachers. According to the findings obtained as a result of the research; it has been observed that the first class teachers interviewed are female, the majority are working in public schools, the majority are graduated from classroom teachers, and the professional experience is between 16 and 20 years. Most of the interviewed teachers did not have an education other than undergraduate education. The teachers interviewed in the survey conducted the definition of drama and found that they had knowledge about the drama. The teacher should be an applied role model first, the teacher should be the guide, the learning and the information become permanent, I do not think that the drama method is weak, I do not think that the students are better acquainted with the students. pportunity arises. I do not think that the method of drama can be a problem, and the drama has reached its conclusions that teachers