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The purpose of this paper is to explore the structure, implicit attitude and consequences of followers' implicit followership theories in the Chinese cultural context through three studies. Study 1 explores the structure of followers' implicit followership theories. Study 2 examines the implicit attitude of followers towards followers' implicit followership theories. Study 3 verifies the impact of followers' implicit followership theories on the quality of collegial relationships.

The data for study 1 (n = 321) and study 3 (n = 243) were collected through an online self-report questionnaire, and the data for study 2 (n = 30) were collected through the go/no-go association task.

The structure of followers' implicit followership theories includes two dimensions: positive followership prototypes and negative followership prototypes. Followers' implicit attitudes were more likely to match positive followership prototypes than negative followership prototypes. Positive followership prototypes had a significantly positive impact on the quality of collegial relationships, whereas negative followership prototypes had a significantly negative impact on the quality of collegial relationships.

The psychology and behaviour of employees can be better understood by exploring followers' implicit followership theories.

Employees hold a relatively positive implicit attitude towards followers. Therefore, managers should provide positive feedback to improve employees' positive self-cognition so that employees can better serve the organization and better promote its development.

The paper is one of the few studies to explore followers' implicit followership theories in the Chinese cultural context.

The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.

The study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.

The two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.

The study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.