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Abstract
The National Consortium for Environmental Education and Training surveyed environmental education coordinators in all 50 states and the District of Columbia to investigate the current practice of inservice education for K-12 teachers in the United States. Results revealed that professional development in environmental education is dominated by activity-based, nationally produced curricula; is primarily science-oriented rather than interdisciplinary; and is concerned more with environmental content than educational context The results indicate the need for profound changes in the educational approach to professional development in environmental education.
