Anti-fairy tale is a contemporary narrative genre that critically transforms the stereotyped narrative structures, character roles, and ideological content of traditional fairy tales. These types of fairy tales analyze classical fairy tales through the method of deconstruction and question normative values such as gender roles, class, and obedience. Anti-fairytale, which are associated with critical pedagogy, aim to provide children and adults with critical thinking skills as an educational tool. Anti-tale writing is a creative writing approach that questions and transforms classical narrative patterns by consciously disrupting the traditional fairy tale structure. In this transformation process, characters are restructured, passive roles are activated, moral dichotomies are blurred, and idealized values in fairy tales (such as beauty, obedience, and heroism) are questioned or reversed. Thus, the fairy tale turns into a text that analyzes and questions pedagogical or ideological patterns rather than reproducing them, and becomes a thought-provoking and critical narrative rather than an educational or advising one. Based on this focus, this study examines the effects of the "Anti-Tale Focused Creative Writing Workshop", a curriculum developed for teachers, on teachers' creative writing, critical thinking, and 21st century skills. This teaching program, designed by the researcher, was conducted with a mixed method approach, and a 10-session process was carried out with 16 teachers. The problems of the research aim to determine the differences between teachers' 21st century teaching skills, critical thinking dispositions, creative writing and anti-fairytale writing skills. In addition, teachers' opinions about the program were considered as an another sub-problem of the research. The data collection process was carried out before, during and after the workshop. Data were collected from scales, interview forms and rubrics. The 21st Century Teacher Skills Scale and Critical Thinking Dispositions Scale were used as pre and post-tests to measure the development of teachers' creative writing and critical thinking skills. In addition, the "Creative Anti-fairytale Writing Measurement Tool" developed by the researcher was applied for four weeks. The data were analyzed with both quantitative and qualitative methods. According to the research findings, a significant difference was found between teachers' critical thinking dispositions before and after the workshop. Similarly, there was a significant difference in teachers' 21st-century skills after the experimental process. Focus group interviews and reflective diaries showed that the instructional design contributed positively to teachers' classroom processes and skills. Teachers stated that they benefited from creative writing processes in areas such as group work, free expression, and alternative idea generation. However, difficulties such as time, guidance, and adaptation were also foreseen. Participants stated that the workshop methods were innovative and useful, and activities such as games, art therapy, and technology integration were suggested. As a result of the research, significant changes were observed in teachers' pedagogical approaches. It can be stated that the anti-fairytale focused creative writing workshop enriched teachers' professional skills and contributed to their ability to guide students' learning processes more effectively.

Keywords: Instructional design, anti-tale, teacher training, creative writing, 21st-century skills, critical thinking.