Implicit learning outcomes emerging in the process of acquiring the scope and characteristics of hidden curriculum through creative drama activities

Abstract In this study, the instructional design prepared to provide teacher candidates with the content and features of the hidden curriculum was implemented with creative drama activities, and the implicit learning products that emerged as a result of this application were determined. For this purpose, a mixed‐methods approach and an embedded experimental design were employed during the research process. The study group consisted of 24 prospective teachers, selected through criterion sampling and voluntary participation, which are purposeful sampling techniques. During the research process, firstly, the instructional design including the scope and characteristics of the hidden curriculum was prepared by following the stages of the analysis, design, development, implementation ve evaluation (ADDIE) instructional design model. This design was then implemented over 5 weeks (30 h) using creative drama activities within a pre‐test–post‐test experimental design. Data were collected before, during and after the implementation through opinion forms, group interviews, self‐ and performance assessment forms, observer reports, video recordings and student‐produced materials. Content analysis was conducted on the collected data. The findings revealed that, beyond achieving the intended learning outcomes of the design, prospective teachers also experienced implicit learning related to creative drama method and the teaching profession. Within the scope of this implicit learning, it was observed that teacher candidates gained gains in terms of personal and social development characteristics, communication and interaction skills, teaching identity, professional attitudes and values, and professional skills. Based on these results, recommendations were developed.