Emerging voices in lesson studies

Abstract

The idea for this special issue originated during the early stages of creating the PhD and Early Career Researchers (ECRs) committee of the World Association of Lesson Studies (WALS). For an international research and practitioner community like the WALS, it is imperative to include and involve PhD students and ECRs to give them opportunities to socialise in the scientific community as part of their preparation for possible future careers in academia or as practitioner–researchers. We also aim to provide an outlet for their voices to be heard, as much of their work will not be seen or heard in the developing process. One way of doing so is to foster connections between young researchers through shared interests and collaboration on research. As a result, the four guest editors of this special issue pursued the idea of showcasing doctoral studies, which eventually evolved into this special issue.