Abstract
Place-based education (PBE) offers teachers a unique opportunity to increase engagement and academic outcomes while strengthening students’ connections to their environment and inspiring future conservation. In most instances, classroom teachers must independently choose to implement PBE, such as when discussing topics surrounding wildlife and the environment. Environmental values orientations of teachers may explain teachers’ implementation of PBE. Through thematic analysis of phenomenological interviews with 11 middle and high school science teachers in Colorado we identified their environmental value orientations. We found that teachers with predominantly mutualist environmental value orientations were associated with high levels of implementation. Our findings can inform professional development of teachers learning about the relationship between PBE and pro-environmental value orientations and behaviors among future generations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
