This qualitative study explores teachers’ critical environmental agency (CEA) through deepening content knowledge, engaging in identity development, developing a critical consciousness of place, and moving toward civic action. We explored the meanings secondary science teachers made of an on-going professional development (PD) situated in the Okefenokee Swamp (unique ecosystem that drains to Gulf of Mexico and Atlantic Ocean) and focused on local watershed citizen science monitoring and the global implications of all water being connected. Data analyses focused on how the nineteen teachers’ experiences and meanings were leveraged to develop CEA and the constraints that restricted their CEA development. Our findings broaden the understanding of how teachers, who teach historically underrepresented youth in low socioeconomic rural areas, come to see themselves as people who care about the environment and become empowered to envision a more sustainable future for their students and communities.

中文翻译：

---

利用关键环境机构通过水质公民科学吸引教师参与当地流域

这项定性研究通过加深内容知识，参与身份开发，发展对地方的批判意识并迈向公民行动，探索了教师的关键环境机构（CEA）。我们探索了位于Okefenokee沼泽（排水到墨西哥湾和大西洋的独特生态系统）中的持续专业发展（PD）所产生的中学科学老师的含义，并着重于本地分水岭的公民科学监测以及所有学科的全球影响水被连接。数据分析的重点是如何利用19名教师的经验和意义来发展CEA，以及制约其发展CEA的制约因素。我们的发现扩大了人们对教师的认识，他们在低社会经济农村地区教授历史上代表性不足的青年，