Translating theory into practice: Investigations toward the design of a model for a cultural-ecological teacher education program

This dissertation proposes a model for a teacher education program that prepares teachers to teach with a deep understanding of language, culture and the ecological implications of teaching. It combines the theoretical work of C. A. Bowers and others ("cultural-ecological theory") with evidence drawn from empirical inquiries and classroom practice to propose a concrete approach to teacher education.; For empirical inquiries, the dissertation employs the approach of teacher knowledge research, which considers both the explicit and tacit knowledge residing in teacher practice. Case studies and interviews with student teachers attempting to implement cultural-ecological theory were interrogated to uncover obstacles and enabling conditions for education and teacher education. Obstacles included: the interaction of ethnicity, class and ecology; student alienation; the power of internalized assumptions; and unique dilemmas that teaching ecological issues created. Enabling conditions included: the building of community; "good teaching," defined as the development of trust, dialogue and other forms of engaging teaching; and making concepts accessible.; The resulting discoveries were combined with other evidence and the author's experience to develop models of curriculum, pedagogy and structure for a teacher education program.; Theoretical implications for cultural-ecological teaching and teacher education are offered in the conclusion.