Purpose
The purpose of this paper is to highlight similarities between Japanese lesson study, Chinese lesson study and learning study.
Design/methodology/approach
This editorial review is intended to stimulate a discussion about a critical aspect of both Lesson and learning studies exemplified by the texts published in issue 6.2 of this journal.
Findings
The author identifies neriage, the comparison and discussion phase of Japanese lesson study, as a critical aspect of both Lesson and learning studies and emphasises that both involve research leading to teachers learning what makes effective lessons possible. Attention is drawn to the importance of being explicit about the theory of learning behind Lesson and learning studies and how its implementation leads to teacher learning.
Originality/value
This editorial review provides a framework for evaluating the quality of lesson and learning studies in educational institutions.
