ERIC Number: EJ1430430
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2167-8693
Turkish Preservice Teachers' Perceptions of Natural Disasters: Coronavirus, Earthquakes, Fires, and Floods
Pinar Bozca; Eylem Yalçinkaya Önder
Journal of Educational Research and Practice, v14 n1 p135-150 2024
This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned about the long-term effects of protective measures, the majority admit to a lack of preparedness for earthquakes. While they lack practical experience with fires, they are conversant with various fire safety measures. Their understanding of and preparedness for floods, however, were limited. The study highlights the critical need for comprehensive disaster education and readiness training for preservice teachers, suggesting the urgent need for reliable, scientifically backed information.
Descriptors: Preservice Teachers, Student Attitudes, Readiness, Natural Disasters, Self Efficacy, Safety, Emergency Programs, Pandemics, COVID-19, Fire Protection, Preschool Teachers, Elementary School Teachers, Knowledge Level
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A