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.

中文翻译：

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教师通过合作学习

目的 本文的目的是介绍本期的论文，并邀请期刊读者发表评论。设计/方法/方法 本编辑评论旨在激发关于专业发展迭代模型的影响、以学生为中心的学习的意义、教师通过协作专业发展进行学习的有效证据、教师对自上而下的反应的讨论。创新和教学的文化脚本，所有这些都是该杂志第 6.3 期发表的文本的重点。结果 课程与学习研究、自上而下和自下而上的创新、教师学习和教师参与以及文化脚本之间的界限相去甚远，但有充分的理由。