Abstract
Environmental education (EE) is “a way of rethinking our relations with the biosphere as well as an instrument of social transformation towards a sustainable development” (Varela-Candamio et al., 2017; Colom & Sureda, 1981). Located in Sanibel, Fl, the Sanibel Sea School (SSS) operates as an informal EE organization that, among other programs, offers a variety of marine science camps over the summer that are directed toward students ages 4 to 17. The team at the SSS consists of five year-round educators and five counselors, nine of which were evaluated on individual self-efficacy, instructional efficacy, and content knowledge with the use of surveys, interviews, and conducting observations before, during, and at the end of the summer camp program.
The purpose of this study was to explore the relationship of one’s education and experience with these three characteristics as well as determine the efficacy of informal environmental educators. Determining the efficacy of educators under the current pre-service training will aid in informing decisions regarding best practices to achieve participants outcomes and delivery of organizational missions including future hiring practices at the SSS. This research will inform future research regarding the measurement of educator learning outcomes at various EE organizations. My research found that staff members with previous professional experience in EE yielded higher over average scores regarding all three characteristics, while the level of completed education had less of an impact. As EE organizations begin the hiring process, a candidate’s level of experience, rather than education, should be prioritized.
