Abstract

This manuscript reports on a study that examined the influence of a cohort-based, Master’s Degree program in curriculum and pedagogy on teacher learning. The program aimed to immerse teachers as students in a collaborative culture that allowed them to learn from one another as colleagues. A secondary purpose of the study was to consider what is known about factors that influence teacher learning (Putnam and Borko 2000), the importance of interactions in a discourse community (Soltis 1981, Putnam and Borko 2000, Regan-Smith 1994), and the significance of a collaborative culture.