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

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.