9:00 AM - 10:30 AM
[G02-P07] Verification of the Effectiveness of Disaster Prevention Training for School Teachers: Based on the Practice at a Junior High School in Tokyo
This research examines the impact of "disaster prevention education focusing on 'earthquake drills'" on schoolteachers, based on the practice at a junior high school in Tokyo. The school has been designated as a "school safety promotion school" since last school year, and has been practicing jointly with the authors: in FY2021, we held an earthquake simulation as a tabletop training and a mobilization drill for teachers; and from FY2022, the practice has been teacher-led, including improved disaster prevention training and disaster prevention education for students.
The school was forced to begin improving school disaster preparedness after being designated as a safety promotion school. However, the teachers took a positive attitude immediately after starting the joint practice with the authors, and in FY2022, the second year of the project, they further strengthened their attitude and took the lead in planning, managing, and practicing disaster prevention education.
In this study, the authors focused on "disaster prevention training (tabletop training and mobilization drill)" among the various initiatives implemented at the school, and what elements of these trainings and drills changed the teachers' awareness of disaster prevention and led to the modification of the existing disaster prevention system. Through multiple questionnaires and interviews with teachers who participated in the drills, we analyzed and discussed the impact of the two years of disaster prevention practice on schoolteachers, who are in charge of disaster prevention education, and the factors that contributed to the change.
The first point is that through the practice of disaster prevention, the teachers' perception of their students has changed from "objects to be protected by schoolteachers" to "associate to survive together under disaster”.
The second point is that through the training for teachers - "tabletop training" and "mobilization drill " - 1) teachers have become more proactive in disaster prevention practice, 2) teachers have acquired their own narratives of disaster occurrence, and 3) teachers have found value in the training that is different from the original intention.
These analysis results suggest the importance of 1) providing opportunities for new comer teachers to share their knowledge and enthusiasm when the new school year starts, and 2) creating opportunities for discussion, in order to continue practicing effective drills and training improvement cycles at school sites.
In addition, the remaining issues in training for teachers that have been identified through two years of practice are 1) individual differences in the effectiveness of training and 2) the lack of personnel to create and analyze training. In the presentation, we will report further suggestions.
The school was forced to begin improving school disaster preparedness after being designated as a safety promotion school. However, the teachers took a positive attitude immediately after starting the joint practice with the authors, and in FY2022, the second year of the project, they further strengthened their attitude and took the lead in planning, managing, and practicing disaster prevention education.
In this study, the authors focused on "disaster prevention training (tabletop training and mobilization drill)" among the various initiatives implemented at the school, and what elements of these trainings and drills changed the teachers' awareness of disaster prevention and led to the modification of the existing disaster prevention system. Through multiple questionnaires and interviews with teachers who participated in the drills, we analyzed and discussed the impact of the two years of disaster prevention practice on schoolteachers, who are in charge of disaster prevention education, and the factors that contributed to the change.
The first point is that through the practice of disaster prevention, the teachers' perception of their students has changed from "objects to be protected by schoolteachers" to "associate to survive together under disaster”.
The second point is that through the training for teachers - "tabletop training" and "mobilization drill " - 1) teachers have become more proactive in disaster prevention practice, 2) teachers have acquired their own narratives of disaster occurrence, and 3) teachers have found value in the training that is different from the original intention.
These analysis results suggest the importance of 1) providing opportunities for new comer teachers to share their knowledge and enthusiasm when the new school year starts, and 2) creating opportunities for discussion, in order to continue practicing effective drills and training improvement cycles at school sites.
In addition, the remaining issues in training for teachers that have been identified through two years of practice are 1) individual differences in the effectiveness of training and 2) the lack of personnel to create and analyze training. In the presentation, we will report further suggestions.