教學者的教學觀點往往會反應在教學實踐上。然而目前對於非正式和非正規的環境教育實務工作者的教學觀點研究甚少。對於沒有教育背景的實務工作者，其教學觀點與實踐的關係仍不清楚。本研究以現象學研究方法，個別剖析五位長期投入在「海洋廢棄物議題教學」的環境教育實務工作者，了解其教學實踐與教學觀點，再從五位共享的經驗現象，再次思考和建構環境教育的本質義涵。

現象學分析揭示了五位研究參與者的最終理想是改善他所關切的環境問題，認為「環境教育就是影響他人成為『環境行動者』」。意義本質共六項，分別為「置身現場覺察與探索環境問題」、「轉化經驗進行教學」、「改善環境問題為目標」、「擴大影響力的行動」、「環境倡議和教學的雙重使命」、「教學者即行動者」。五位研究參與者在的議題教學觀點有共通性，以「視環境為問題」的教學觀點切入，偏好直接參與(做中學)的教學策略搭配議題解說知識內容；但在教學實踐的具體策略上因教學者特質而有差異，其過往的生命經驗連帶影響教學理念和教學策略的不同。研究最末提供研究限制說明及未來研究之建議。

Teaching perspectives are often reflected in the teaching practice. However, few studies are showing the relationship between environmental practitioners’ teaching perspectives and practice at present. For practitioners without educational backgrounds, the source of their teaching perspectives is still unclear. This study uses phenomenological methods to analyze the teaching perspectives of five environmental practitioners who have experienced marine debris issues. Furthermore, this research has attempted to rethink the essential meaning of environmental education from their views on teaching environmental issues.

The phenomenological analysis revealed that the five practitioners believe that ‘environmental education is the way to influence others to become "environmental actors"’. There are six essential characteristics in teaching marine debris issues, namely experience and exploring environmental problems, transforming experience to teach, improving environmental problems as the goal, actions to expand influence, the dual of environmental Initiatives and teaching, and the educator is the actor.

The environmental practitioners share commonalities in teaching perspectives of ‘the environment as a problem’. They prefer the learning-by-doing strategy and share content knowledge about the issue when teaching. However, there are differences in the specific strategy of teaching practice due to each practitioner’s significant life experiences. In this article, we also provide limitations and suggestions for future research.

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