Enhancing pre-service environmental educators' training: the impact of field-based instruction and experiences
Abstract Pre-service formal educator training is well-established in both practice and research, with future teachers participating in rigorous pedagogical and practical training through partnerships with local school districts. However, the training for pre-service non-formal educators is less rese...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-05-01
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| Series: | Discover Education |
| Online Access: | https://doi.org/10.1007/s44217-025-00572-w |
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| Summary: | Abstract Pre-service formal educator training is well-established in both practice and research, with future teachers participating in rigorous pedagogical and practical training through partnerships with local school districts. However, the training for pre-service non-formal educators is less researched and available. Environmental education literature emphasizes student-centered learning, hands-on experiences, and active participation as best practices. Fieldwork is identified as a key pedagogy in preparing future environmental educators, enabling learners to apply classroom concepts to real-world environments, fostering critical thinking and analysis. This article explores the impact of field-based instruction, incorporating place-based marine and environmental science research, on undergraduate students in an environmental education program operating from a Gulf of Mexico marine research field station. Through course artifacts and semi-structured interviews, we assess the impact on content and pedagogical knowledge and teaching self-efficacy. The findings contribute to the discussion surrounding the value of authentic field-based and research experiences in pre-service environmental educator training. |
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| ISSN: | 2731-5525 |