Enhancing Pre-Service Environmental Educators' Training: The Impact of Field-Based Instruction and Experiences
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| Title: | Enhancing Pre-Service Environmental Educators' Training: The Impact of Field-Based Instruction and Experiences |
|---|---|
| Language: | English |
| Authors: | Molly Nation, Heather Skaza Acosta, Jessica P. Marcolini |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Environmental Education, Field Experience Programs, Field Instruction, Place Based Education, Marine Education, Scientific Research, Undergraduate Students, Foreign Countries |
| Geographic Terms: | Mexico |
| DOI: | 10.1007/s44217-025-00572-w |
| ISSN: | 2731-5525 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473355 |
| Database: | ERIC |
| 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 |
| DOI: | 10.1007/s44217-025-00572-w |
