The post-earthquake pedagogical implementations of the earthquake victim pre-school teachers

The main aim of this study is to investigate the pedagogical approaches of earthquake-affected teachers after the earthquake that caused great destruction and loss of life in Kahramanmaras on the February 6. Teachers have crucial roles in revitalising education settings in the post-disaster phase. Based on this point, this study was organised as a qualitative research within the case study. Thirty participant teachers were selected from schools in the areas affected by the deadly earthquake in Osmaniye, Hatay, and Kilis. Semi-structured interviews were employed to gather data, and a descriptive content analysis method was used to analyse the data. The findings were explained through five main themes: activities pre-earthquake, the changes made in the educational settings, indoor activities in post-earthquake, outdoor activities in post-earthquake, and children and teachers' attitudes towards activities in post-earthquake. The teachers placed importance on outdoor activities after the earthquake and stated that they fully understand what children experienced; therefore, they behave more considerately when compared to before and after the earthquake. This research aimed to help shape policies and professional development programmes that equip educators to address post-disaster education challenges.