North Carolina environmental education certification: The K--12 teachers' *experienc

A study of teachers who have earned North Carolina environmental education (EE) certification was conducted using survey design. This study described the motivations, certification experiences, beliefs, and teaching practices of teachers who have completed the North Carolina environmental education certification program. A parallel mixed model methodology was used to conduct this study, which included the development of the instrument, Survey of Teachers with North Carolina Environmental Education Certification.;Data consisted of responses to a questionnaire including both closed and open-ended questions. The questionnaire was mailed to the entire population of K--12 teachers (n = 101) with EE certification. Three attempts were made to collect data resulting in a 68% response rate. A total of 62 North Carolina EE certified teachers participated in the study.;Findings indicate that the life experiences that led EE certified teachers to an interest in environmental issues included: (a) frequent experiences in nature; (b) experience in the out-of-doors with a youth program; and (c) teacher and school related experiences. These K--12 teachers sought EE certification for reasons related to being a teacher, to being interested in environmental issues, to being interested in social activities, and to being interested in the EE certification program itself. EE certified teachers enjoyed the EE certification program especially the workshops, the networking opportunities, and the sense of accomplishment they felt for having achieved EE certification.;EE certified teachers do use EE in their classroom teaching practices. These teaching practices were diverse and student-centered in both method and material. Teachers felt efficacious in teaching EE, and have positive beliefs about teaching EE.;Analyses of these findings were organized into a theoretical framework to describe the K--12 teachers' EE experiences. The central construct in this framework is that of identity. These teachers sought EE certification because they identified themselves as both educators and as educators interested in the environment. The EE certification provided an avenue to reify that environmental educator identity. This framework describes the relationship between that environmental educator identity and the teacher's life experiences that led to an interest in the environment, as well as teachers' teaching practices, and EE beliefs.;Including EE in K--12 classroom teaching is an essential goal. The descriptions of these individuals who sought North Carolina EE certification and the resulting constructs of the theoretical framework for teachers' EE experience can be used to guide similar EE certification programs, teacher education programs, curriculum planners, and other researchers interested in the experiences that influence teachers' interests in and teaching of EE.