Abstract
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.
Highlights
In Hyogo Declaration, regarding the first fundamental component, primary strategies and activities are education activities in disaster risk reduction (UNISDR, 2005)
The expert opinions were taken from four academics specialized in curriculum and instruction, social studies education, disaster management, and earthquake engineering departments for both this 30question survey and interview questions. 29,322 teachers responded to the survey, which included basic questions; such as "Have you ever participated in an in-service training course on Disaster risk reduction (DRR) education?", "Do you feel ready for a future disaster?" "Has your school prepared for a future disaster?" Descriptive statistical methods were used to analyze the data
To describe the existing situation about DRR teacher training in Turkey, teachers' needs were examined as the first step
Summary
In Hyogo Declaration, regarding the first fundamental component, primary strategies and activities are education activities in disaster risk reduction (UNISDR, 2005). Schools are essential institutions since the outcomes of education programs can get the parents and local community through children (UNDRR, 2006). Children are a more vulnerable population during disasters; making schools more critical in disaster education (Shaw & Kobayashi, 2001). Studies on children exposed to disasters show that children do not forget the memories of these painful experiences and their fears for a long time, and they have some problems like post-traumatic stress disorder (Ronan & Towers, 2014). Some other studies showed that people who have experienced the disaster demonstrate more motivated behaviors on disaster preparedness (Becker, Paton, Johnston, Ronan, & McClure, 2017; Shaw, Shiwaku, Kobayashi, & Kobayashi, 2004)
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