Abstract
The purpose of this study is to find out what prospective teachers of Turkish language and literature think about using panel and forum discussion techniques in the context of instructional strategies that are crucial to the learning-teaching process. The case study design, one of the qualitative research methods, was chosen for this objective. 14 teacher candidates who are enrolled in a university’s education faculty and are studying Turkish language and literature make up the study’s participant group. A semi-structured interview form with six open-ended questions was used to gather research data. The data that was gathered was analyzed using a content analysis method. The research’s findings indicate that pre-service teachers believe panel and forum discussion techniques are very beneficial, particularly for boosting self-confidence, enhancing discussion and interpretation skills, and enhancing verbal and high-level thinking abilities. The panel and forum discussion techniques were generally viewed favorably by the participants. Some pre-service teachers, however, claimed that they struggled to provide an engaging presentation because of emotions including excitement, stress, fear, and lack of confidence. As a result, this study enabled us to comprehend pre-service teachers’ opinions on panel and forum discussion techniques better. Results on the possible advantages and difficulties of these strategies can help to improve the design of upcoming educational studies and teacher preparation programs.
How to cite: Bulut, M. (2023). Turkish Language and Literature Teacher Candidates’ Opinions on Panel and Forum Discussion Techniques: A Qualitative Analysis. Journal of Innovation in Psychology, Education and Didactics, 27(2), 141-160. doi:10.29081/JIPED.2023.27.2.02.