Experienced collectively, disasters are also remembered collectively. Constituting a social glue among affected communities, disaster memories are essential for recovery processes. Focusing on teachers, who became frontline disaster workers, this paper explores how disasters are experienced and managed by a professional group lacking emergency management training. The study draws on in-depth interviews with school teachers about their memories of a forest fire in Sweden in 2014. As residents in, or close by, a small, rural community close to the fire, the teachers experienced the fire both as professionals and as citizens in their roles as family members and neighbours. The paper explores the role of kinship and vicinity of community reflecting the concepts of Therapeutic community and Gemeinschaft to provide a more substantial understanding of the social structures of a small, rural community without previous experiences of a disaster. The second theoretical focus and consequential contribution of the study lies within the teacher's recollections of professionalism, and how such interlinked norms and values remained intact through the disaster. In addition to convergence concerning professional ideals in the teacher collective, there was divergence in the teachers' memories of their performance and how others valued them, outlining how the social context and organizational support structures have tangible impacts on individuals' memories. Findings enable further systematic exploration of post-disaster social structures, training and organizational support, as well as the role of professional ideals, in disaster recovery processes.

集体经历，灾难也是集体记忆。作为受影响社区之间的社会粘合剂，灾难记忆对于恢复过程至关重要。本文以成为一线救灾工作者的教师为中心，探讨缺乏应急管理培训的专业团体如何经历和管理灾害。该研究借鉴了对学校教师的深入采访，讲述了他们对 2014 年瑞典森林火灾的回忆。作为靠近火灾的小型农村社区的居民或附近的居民，教师作为专业人士和作为公民，扮演家庭成员和邻居的角色。本文探讨了亲属关系和社区附近的作用，反映了治疗社区和 Gemeinschaft 的概念，以提供对以前没有灾难经历的小型农村社区的社会结构的更深入的了解。该研究的第二个理论重点和相应的贡献在于教师对专业精神的回忆，以及这些相互关联的规范和价值观如何在灾难中保持完整。除了教师集体职业理想的趋同外，教师对其表现的记忆以及其他人对他们的评价也存在分歧，概述了社会背景和组织支持结构如何对个人记忆产生切实影响。