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Abstract
Storytelling is used in every area of life, from art to politics and from cinema to science. New research and publications on the subject appear every day. The purpose of this research is to evaluate the storytelling training given to Turkish teacher candidates based on the candidates' views on the process. The research was conducted using a qualitative approach with a holistic single-case study design. The study group consisted of 33 teacher candidates studying in the Turkish Language Teaching undergraduate program at the Faculty of Education of a state university in Istanbul, Turkey. The participants completed a 14-week course covering theoretical and practical training in storytelling. Data were collected using the Semi-Structured Interview Form for Prospective Turkish Language Teachers, developed by the researchers. Semi-structured interviews were conducted with 10 volunteer participants, and the data were analyzed using content analysis. The research findings indicate that storytelling training improved the prospective teachers' speaking skills, increased their self-confidence, supported their participation in class, and strengthened their perception of professional competence. Participants noted that the practical structure of the training was effective and suggested that such activities should be extended over a longer period and offered every term. The results of this study highlight the need to include storytelling training in all departments of education faculties, especially in the Turkish Teacher Training program.