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Abstract
SUMMARY New perspectives on the purpose of master's study for teachers in the USA have focused on the degree's potential to be a catalyst for more reflective modes of classroom practice and implications for career-long professional development. This article outlines the purpose of the three predominant kinds of master's degrees: the Master of Arts in Teaching (MAT), traditional master's programmes and practitioners' master's programmes with an emphasis on the latter. Practitioners' master's degrees are designed to meet the professional development needs of experienced teachers committed to a career in classroom teaching. Such degree programmes evidence commitment to: (1) the synergistic relationship that exists between theory and practice, (2) a belief in the ability of classroom teachers to interpret knowledge and construct new knowledge about professional practice, and (3) the specialisation of classroom practice. The implications of all three of these areas are explored in terms of curriculum and degree purpose.
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