The path of teachers' learning through lesson and learning studies

The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning Studies (IJLLS).

The approach draws on the path of teachers learning through lesson and learning studies presented as a pattern of variation forming a temporal sequence.

Attention is drawn to the importance of being explicit about the theory of learning informing lesson and learning studies and how its implementation leads to teacher learning.

The depiction of the path of learning through lesson and learning studies is original.