The proficiency of teachers of Turkish in the practice of creative drama

The purpose of this research is to determine the competence of Turkish teachers in using the Creative Drama method and levels of the application of this method131 teachers from 57 schools were selected within the boundaries of Izmir Metropolitan Municipality by using stratification method.In the research, Creative Drama Qualification Questionnaire developed by Yıldırım (2008) and the interview questions prepared by the researcher were used to determine the competence of Turkish teachers in using the Creative Drama Method and the levels of the application of this method.The findings of this study can be summarized as follows:* It was concluded from my research that Turkish teachers of drama and drama for the implementation of the knowledge and application levels of competence are lower than the knowledge of other qualifications, and application of creative drama.*Turkish teachers of drama education and the work of the school environment in terms of the socio-economic level of creative drama method, there is significant difference between the levels of knowledge and practice. However,Turkish teachers' gender, the school they graduated from, work experience and according to the type of institution variables, there is no difference between knowledge and application levels)*When applying the method of creative drama, occurrence of the problems caused by narrow place and the anxiety for preparation of the students to the exams were experienced more frequently compared to the other problems.*It was seen that Turkish teachers who think they are competent about using the creative drama because of the education they receive, the experiences of application of the method.The reasons of usage of Creative Drama Method within the Turkish teachers are efficiency of the method and entertaining side of the method.*It was seen that Turkish teachers who think they are inadequate about the creative drama method or the Turkish teachers don?t use the creative drama in the lessons because of the lack of training and unawareness about the creative drama method.* It was also concluded from my research that Turkish teachers of creative drama genereally use this method in understanding, speaking and grammar sections of the lessons to draw attention to the topics, embody the issues and to prevent getting bored in the lessons.