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A collection of outstanding works has recently been published in Spain entitled Lesson Study: Cooperative Research to Train Teachers and Recreate the Curriculum, edited by Professors Ángel I. Pérez Gómez and Encarnación Soto Gómez (2015) in the RIFOP review 2015. To the author’s knowledge this is the first attempt to report works in the Spanish language on lesson/learning studies (LSs) by a noteworthy collection of authors. The purpose of this paper is to review the above.

This paper takes the form of a literature review and discusses key themes emerging from the reviewed work.

This special issue provides an excellent occasion to reflect on several aspects related to LSs from a point of view related to the Spanish context. The paper explores three sections. The first one tackles where to focus the reflection and the methodology for boosting teaching professionalism. The second section wonders how appropriate it is to allude to a new craftsmanship in teaching. This question – far from a deterministic position – is developed considering both, the current constraints for enhancing professionalism in many national contexts and how empowering being engaged in processes of cooperative reflection is. Along these sections some inputs coming from the Spanish contributions are compared with similar conceptual positions in the LS literature.

As well as summarizing reflections on the work in some final conclusions, this paper includes a brief piece analyzing the contributions of the Spanish LS network.

The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that have shaped its development.

The idea is that the paper enables teachers and researchers in schools and higher education institutions to access a substantial and unique collection of lesson and learning studies, and articles about the theoretical and methodological issues they raise, in the context of a rapidly globalising phenomenon.

The paper sets a framework for evaluating the growth and development of lesson studies as a form of practice-based teacher research.

This paper, authored by the founding chief editor of the IJLLS, establishes conceptual links between the theory and practice of lesson study and the wider field of practice-based pedagogical research.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

My early life was punctuated by turning points and transformations that gradually led to a surprising and late-blooming academic career – my first “real” sociology position began when I was 44. Here I trace six different trajectories of scholarly work which have compelled me: feminist women's health and technoscience studies; social worlds/arenas and the disciplinary emergence of reproductive sciences; the sociology of work and scientific practices; biomedicalization studies; grounded theory and situational analysis as qualitative research methods; and symbolic interaction-ists and -isms. I have circled back across them multiple times. Instead of seeing a beautifully folded origami of a life, it feels more like a crumpled wad of newspapers from various times. Upon opening and holding them up to the light in different ways, stories may be slowly discerned. I try to capture here some of the sweetness and fragility of these moments toward the end of an initially stuttering but later wondrously gratifying career.

THE European campaign to catch up with the United States and Japan in the provision of information technology took a major step forward at the end of February when the Council of Ministers of the European Communities adopted the ESPRIT programme. ESPRIT equates to the ‘European Strategic Programme of Information Technology’ and the main areas of research cover micro electronics, software technology, advanced information processing, office systems, and computer integrated manufacturing. The programme will span the years 1984–88 and will cost 1,500,000,000 European Units of Account (£900,000,000), half of which will be contributed by the European Communities Commission, and half by industry. Although the European Community represents over thirty per cent of the world IT market, European industry provides only ten per cent of this market. For further details of the programme, contact Mr W Colin, IT Task Force, 200 Rue de la Loi, B 1049 Brussels, Belgium, tel 235 4477 or 235 2348, telecopier 230 1203, tx 25946.