Master teachers as system leaders of professional learning: master teacher studios in China

• Published in: International journal of educational management Vol. 35; no. 7; pp. 1333 - 1346
• Main Authors: Zhang, Meng, Walker, Allan David, Qian, Haiyan
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Publishing Limited 04.11.2021; Emerald Group Publishing Limited
• Subjects: Academic Achievement; Curricula; Education reform; Educational Change; Educational leadership; Educational Objectives; Educational Policy; Educational Quality; Educational Resources; Faculty Development; Foreign Countries; Instructional Leadership; Leadership; Leadership Role; Learning; Learning Activities; Master Teachers; Professional development; Role Models; School Effectiveness; Schools; Teacher Leadership; Teachers; Teaching; Teaching Methods; China; United Kingdom > UK; England; Teacher system leadership; Master teacher studio; Professional learning
• ISSN: 0951-354X; 1758-6518
• DOI: 10.1108/IJEM-04-2021-0127

PurposeThis study aims to describe and analyze an innovative mechanism of teacher-led, system-wide professional learning that has been widely adopted since the beginning of the twenty-first century in China – the Master Teacher Studio (MTS).Design/methodology/approachThis paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province.FindingsThe article first outlines the context framing the system change, including its policy background and evolution, and then the MTS's purpose, formative process and structure. It finally examines major teacher learning activities and the leadership roles of the MTS hosts (leaders).Research limitations/implicationsThis study contributed to the knowledge base of system teacher leaders and how they lead cross-school leading.Practical implicationsThe MTS initiative described in this article shows the power of central system leadership to spread and embed effective teacher learning practices at schools.Originality/valueThis article provides implications for understanding and practicing teacher system leadership to support teacher professional learning in different societies.