Master teachers as system leaders of professional learning: master teacher studios in China
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 26 July 2021
Issue publication date: 4 November 2021
Abstract
Purpose
This 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/approach
This paper drew from policy documents, published Chinese literature relating to MTSs and personal fieldwork experience in Shanghai, Guangdong and Zhejiang province.
Findings
The 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/implications
This study contributed to the knowledge base of system teacher leaders and how they lead cross-school leading.
Practical implications
The MTS initiative described in this article shows the power of central system leadership to spread and embed effective teacher learning practices at schools.
Originality/value
This article provides implications for understanding and practicing teacher system leadership to support teacher professional learning in different societies.
Keywords
Citation
Zhang, M., Walker, A.D. and Qian, H. (2021), "Master teachers as system leaders of professional learning: master teacher studios in China", International Journal of Educational Management, Vol. 35 No. 7, pp. 1333-1346. https://doi.org/10.1108/IJEM-04-2021-0127
Publisher
:Emerald Publishing Limited
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