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

Meng ZHANG, Allan David WALKER, Haiyan QIAN

Research output: Contribution to journalArticlespeer-review

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. Copyright © 2021 Emerald Publishing Limited.
Original languageEnglish
JournalInternational Journal of Educational Management
Early online date26 Jul 2021
DOIs
Publication statusE-pub ahead of print - 26 Jul 2021

Citation

Zhang, M., Walker, A. D., & Qian, H. (2021). Master teachers as system leaders of professional learning: Master teacher studios in China. International Journal of Educational Management. Advance online publication. doi: 10.1108/IJEM-04-2021-0127

Keywords

  • Teacher system leadership
  • Master teacher studio
  • Professional learning
  • PG student publication

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