Changes in the educational understandings and practice of two teachers, resulting from participation in an experimental Masters of Education program, form the core of this paper. The teachers entered the program with different educational philosophies and teaching practices. One teacher used the ideas of the program to change her educational philosophy. The second teacher reported extensive questioning of her educational philosophy, and made few changes in her classroom practice. The changes in philosophy and practice of each teacher were in the direction of the guiding philosophy of the Masters program.
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