DESIGNING A DISASTER EDUCATION PROGRAM FOR PRE-SERVICE EARLY CHILDHOOD EDUCATION TEACHERS

Date

2026-9-9

Author

Güvelioğlu, Elif

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This study designed, implemented, and evaluated a disaster education program aimed at improving pre-service early childhood education teachers’ own disaster preparedness and their readiness to teach disaster preparedness to young children. It followed the three phases of educational design research: analysis and exploration, design and construction, and evaluation and reflection. A needs analysis with 20 individuals (in-service and pre-service teachers, preschool administrators, parents, and field experts) identified needs and contextual design considerations. These findings and the theoretical framework guided the program design. After two rounds of expert review, the program was implemented in 12 sessions over six weeks with 11 pre-service teachers at a state university in Türkiye. Changes made in session-level micro-cycles refined the program. Data were collected through pre-program, post-program, and follow-up interviews, focus groups, participant-produced artifacts and reflections, and researcher and guest lecturer notes. The data were analyzed qualitatively. After the program, participants no longer defined disasters by natural origin alone; they explained protective actions for hazards with reasons; named more classroom risks; and described teachers’ responsibilities beyond the classroom. All felt unready to teach disaster preparedness before the program and ready afterward. The activities they planned and taught used selected, simplified disaster-related content and were developmentally appropriate. A semester later, disaster preparedness and perceived readiness were largely sustained, although some protective actions were recalled less consistently and little of what participants planned reached practicum classrooms. The study concludes with a refined program and design principles for disaster education in pre-service early childhood teacher education.

Subject Keywords

Disaster Education, Early Childhood Education, Pre-service Teachers, Disaster Preparedness, Educational Design Research

URI

https://hdl.handle.net/11511/120669

Collections

Graduate School of Social Sciences, Thesis