Akademik Veri Yönetim Sistemi
24. Uluslararası Sınıf Öğretmenliği Eğitimi Sempozyumu, İstanbul, Türkiye, 14 - 17 Mayıs 2026, ss.1, (Özet Bildiri)
Natural disasters occurring in different parts of the world affect
individuals not only physically but also psychologically, socially, and
economically. Therefore, preparedness for disasters should not be limited to
the moment of crisis; instead, it should be addressed through a holistic
educational approach that includes pre-disaster, during-disaster, and
post-disaster phases. Primary education, in particular, is considered a
critical period for developing disaster awareness, building risk perception,
and fostering safe behaviors among individuals.
A review of the literature indicates that disaster education is often limited
to knowledge transmission and short-term, fragmented practices, and fails to
sufficiently support students not only cognitively but also affectively and
behaviorally. This highlights the need to reconsider how disaster education
should be structured at the primary school level.
The effective implementation of disaster education is closely related not
only to curriculum content but also to how teachers interpret this content and
transform it into instructional practices. In this context, examining
pre-service teachers’ pedagogical perspectives on disaster education provides
valuable insights for the development of this field.
The aim of this study is to investigate how pre-service primary school
teachers conceptualize disaster education and how they reflect this
conceptualization in their instructional practices. The study was conducted as
a case study. Data were collected through document analysis and semi-structured
interviews. Within this scope, pre-service teachers were asked to develop lesson
plans, instructional model proposals, and group presentations; additionally,
their views on disaster education were collected through interviews. The lesson
plans and instructional models developed by the participants were evaluated
using a rubric based on predefined criteria. The data were analyzed through
content analysis, and themes were identified.
The findings revealed that pre-service teachers conceptualize disaster
education in three main dimensions. First, in terms of content, preparedness,
protection, and awareness were emphasized. Second, in terms of pedagogy, drama,
role-play, and practice-based activities were frequently preferred. Third,
participants demonstrated different perspectives regarding the positioning of
disaster education within the curriculum; while some proposed it as a separate
course, others suggested integrating it into existing subjects.
In conclusion, pre-service teachers perceive disaster education as a
multidimensional construct and do not limit it to knowledge transmission. These
findings suggest that disaster education in teacher education programs should
be supported through practice-based approaches.
Keywords:
Disaster education, natural disasters, teacher education, pre-service teachers,
instructional models