Teacher learning through collaboration

Abstract

Purpose

The purpose of this paper is to introduce the papers in the current issue and invite comments from the readers of the journal.

Design/methodology/approach

This editorial review is intended to stimulate a discussion about the effect of iterative models of professional development, the meaning of student-centred learning, valid evidence of teachers’ learning through collaborative professional development, teachers’ responses to top-down innovation and the cultural script of teaching, all of which are focal in the texts published in Issue 6.3 of the journal.

Findings

The boundaries between lesson and learning studies, top-down and bottom-up innovations, teacher learning and teacher participation and cultural scripts are far from distinct and for good reasons.

Originality/value

This editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

Citation

Wood, K. (2017), "Teacher learning through collaboration", International Journal for Lesson and Learning Studies, Vol. 6 No. 3, pp. 186-189. https://doi.org/10.1108/IJLLS-05-2017-0025