Level of Teacher Preparation and Implementation of EE: Mandated and Non-Mandated EE Teacher Preparation States

• Published in: The Journal of environmental education Vol. 32; no. 2; pp. 28 - 36
• Main Authors: Plevyak, Linda H., Bendixen-Noe, Mary, Henderson, Janet, Roth, Robert E., Wilke, Richard
• Format: Journal Article
• Language: English
• Published: Madison Taylor & Francis Group 01-01-2001; Taylor & Francis Inc
• Subjects: Compulsory Education; Elementary Education; Elementary School Teachers; Environmental Education; Higher Education; Interdisciplinary Approach; Ohio; Preservice Teacher Education; Preservice Teachers; Professional Education; Social Studies; Teacher Certification; Teacher Characteristics; Teaching Methods; Wisconsin; Ohio; Wisconsin
• ISSN: 0095-8964; 1940-1892
• DOI: 10.1080/00958960109599135

This descriptive, correlational study examined associations between the level of teacher (K-6) preparation in environmental education and the level of implementation of EE in elementary school classrooms in Wisconsin (mandated pre-service competence) and Ohio (no preservice competence mandate). The study also measured elementary schoolteachers' attitudes toward EE. Findings from this study indicated that Wisconsin elementary teachers received more preservice EE preparation and implemented more EE than Ohio teachers. Attitudes toward EE were similar, but the Wisconsin teachers seemed more confident about teaching EE concepts. Wisconsin responses indicate that, despite the preservice requirement, some teachers received little or no EE preparation. Wisconsin teachers achieved a higher rate of EE implementation in the elementary school classroom than Ohio teachers achieved. The authors concluded that for Grades K-6, successful implementation of EE includes teacher preparation and emphasis on teacher attitudes.