Abstract
ABSTRACT This study aims to portray Master Teachers’ experience of teacher professional development in post-1976 China. Interview data were collected from 22 Master Teachers from Shanghai in 2019–2020. Analyses of the findings revealed that these Master Teachers experienced three historical stages of teachers’ professional development in China: a pre-professional stage at the end of the Cultural Revolution, a modern professional stage following the 1978 economic reform, and a late 1980s’ curriculum decentralisation reform stage in which teachers gained more autonomy. This study suggests a ‘state-individual-collective group’ framework for understanding Master Teachers’ experience of teacher professional development in China.
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