Theory to practice through teacher inquiry courses in a graduate program: Two teachers' perspectives

Our graduate degree program includes a component of six one-credit courses, in which teachers find ways to bring into their own classroom practices theory learned in related three-credit courses. Prior research indicates that taking course work alone may not bring about changes in teachers' decision-making. Prior research also encourages higher education programs to find ways to facilitate connections from graduate course work to teachers' classrooms. The purpose of this qualitative case study was to understand how two teachers of young children understood and made meaning of the process of becoming teacher researchers within a unique component of the Master's degree program. Through multiple in-depth interviews and document reviews, both individual and common themes emerged. Implications for teacher education programs were identified.