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Introductory Disaster Training for Aspiring Teachers: A Pilot Study

Author

Listed:
  • Hiromi Kawasaki

    (Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima 734-8553, Japan)

  • Satoko Yamasaki

    (Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima 734-8553, Japan)

  • Mio Yamakido

    (Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima 734-8553, Japan)

  • Yoshihiro Murata

    (Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Hiroshima 734-8553, Japan)

Abstract

Schools may serve as shelters after a disaster in many countries, including Japan. However, teachers are unaware of the need to balance education and shelter management responsibilities under such circumstances. To promote teachers’ awareness of the post-disaster school situation, this study developed an introductory training for aspiring teachers and investigated its effectiveness. A total of 143 students aspiring to become teachers participated in this simulative training and answered pre- and post-intervention questionnaires. The participants’ vocabulary and word usage were also evaluated. The mean participant scores for the cognitive, affective, and psychomotor domains increased significantly after the training compared with the pre-training scores. The training was also associated with the aggregation of word usage, which may facilitate communication with representatives of multiple occupations. The findings indicate that a developed training may help aspiring teachers better understand their responsibilities after a disaster and prepare them for such situations.

Suggested Citation

  • Hiromi Kawasaki & Satoko Yamasaki & Mio Yamakido & Yoshihiro Murata, 2022. "Introductory Disaster Training for Aspiring Teachers: A Pilot Study," Sustainability, MDPI, vol. 14(6), pages 1-12, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3492-:d:772548
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    References listed on IDEAS

    as
    1. Hiromi Kawasaki & Masahiro Kawasaki & Md Moshiur Rahman & Satoko Yamasaki & Yoshihiro Murata, 2021. "Basic Training of Teachers and Public Health Nurses for Communication with Residents for Smooth Shelter Management: A Pilot Study," Sustainability, MDPI, vol. 13(18), pages 1-15, September.
    2. Priscilla T. Apronti & Saito Osamu & Kei Otsuki & Gordana Kranjac-Berisavljevic, 2015. "Education for Disaster Risk Reduction (DRR): Linking Theory with Practice in Ghana’s Basic Schools," Sustainability, MDPI, vol. 7(7), pages 1-27, July.
    3. Michael Siegrist & Heinz Gutscher, 2008. "Natural Hazards and Motivation for Mitigation Behavior: People Cannot Predict the Affect Evoked by a Severe Flood," Risk Analysis, John Wiley & Sons, vol. 28(3), pages 771-778, June.
    4. W. Quin Yow & Tony Zhao Ming Lim, 2019. "Sharing the same languages helps us work better together," Palgrave Communications, Palgrave Macmillan, vol. 5(1), pages 1-11, December.
    5. Álvaro-Francisco Morote & María Hernández & Jorge Olcina, 2021. "Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change," Sustainability, MDPI, vol. 13(15), pages 1-21, July.
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    Cited by:

    1. Hiromi Kawasaki & Satoko Yamasaki & Mina Kurokawa & Hiroshi Tamura & Kei Sonai, 2022. "Relationship between Teachers’ Awareness of Disaster Prevention and Concerns about Disaster Preparedness," Sustainability, MDPI, vol. 14(13), pages 1-11, July.

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