Sınıf Öğretmenlerinin Eğitim-Öğretim Sürecinde Anadolu Masallarını Kullanmaları

Özet

This study primarily aimed to examine the experiences of classroom teachers trained in storytelling education regarding the use of Anatolian folktales in their educational processes. The study employs a qualitative descriptive design, focusing on the preparations made for storytelling, the methods and techniques used, the contributions of using folktales to students, and the limitations encountered. The research participants included 20 classroom teachers from various provinces of Türkiye working in state schools and trained in storytelling education. Purposive sampling techniques such as criterion sampling and snowball sampling were utilized to select participants, with attention given to teachers who implemented storytelling activities in their classes at least once a month. The data were collected through semi-structured interview forms and analysed using descriptive analysis. The findings indicate that the use of folktales enhances students’ interest in lessons, provides enjoyable listening experiences, and offers positive developmental support. Additionally, it was concluded that folktales can be effectively utilized to teach values education topics. Furthermore, the study suggests that more folktales need to be pedagogically examined and made available for teachers to facilitate finding folktales suitable for learning objectives.