The purpose of this paper is to provide a review of the contributions to the current issue.
The paper is intended to stimulate a discussion about the nature of lesson study (LS), its use in initial teacher education (ITE) and the role of learning theory in the design of the research lesson.
The term LS was first used to describe a Japanese LS. It was seen as career-long teacher-initiated collaborative professional development through which teachers researched lesson designs to teach problem-solving and develop independent thinking skills in their students. As it has been adopted across the world, it has been adapted. This raises questions about the form and effect of LS in its various forms, about the role of learning theory in the design of research lessons and about the appropriateness of introducing LS in programmes of ITE.
This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.
