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The editorial team for the journal is in transition, as Sharon Dotger and Sui Lin Goei take up new roles as Co-Editors-in-Chief, with the continued support of Keith Wood for several months. Sharon is a science teacher educator, faculty director of teacher education and undergraduate studies at Syracuse University in the United States, and has 17 years of lesson study experience. Sui Lin currently has two academic positions, one as a professor of inclusive learning environments at an applied university and one as an assistant professor at VU Amsterdam; she was one of the co-founders of lesson study in the Netherlands and has 13 years of lesson study experience. We want to thank Keith for his diligent care of the journal, and by extension WALS, over the last six years as Editor-in-Chief. We are also appreciative that Shirley Tan has agreed to continue her role as the editorial assistant, working closely with the editorial team. As new Co-Editors-in-Chief, Sharon and Sui Lin are excited to continue supporting the global lesson and learning study community in disseminating scholarship that will assist all professionals interested in improving teaching and learning.
 The first issue of 2023 is available on the website (see www.emerald.com/insight/publication/issn/2046-8253/vol/12/iss/1). We want to thank the guest editors of this special issue, Rongjin Huang, João Pedro da Ponte, and Stéphane Clivaz, for their leadership and guidance in bringing this issue to print. Within the issue, readers can find seven articles and an editorial focusing on networking theories for understanding and guiding lesson study.
The WALS PhD and Early Career Researcher (ECR) community is aware of the essential role doctoral students and ECR play in the future development of lesson study around the world. Therefore, we would like to offer you the opportunity to collaborate on a special issue on PhD and ECR Lesson Study research in the IJLLS. In particular, doctoral researchers should be involved, where possible, in the global research community by sharing their research interests and findings. Nonetheless, we recognise the challenges for doctoral students to find publishing opportunities, particularly at earlier stages of their PhD, or for submitting ongoing work-in-progress (or even more mature doctoral research). This is indeed a regrettable situation because doctoral research is able to provide valuable and cutting-edge perspectives that the field should learn from today. With that, this special issue emerged as a reflection of that demand to provide opportunities for doctoral students to share their work and to support doctoral students’ wider development. Taken together, this special issue aims to bring together perspectives and trends in doctoral research in lesson studies in a common platform.
Our journal’s usage in 2022 almost matched its usage in 2021. However, we remain below our peak year of downloads, which occurred in 2018. In the near term, let’s continue to tell our colleagues about the journal and cite one another’s work. We look forward to receiving your research about lesson and learning studies. Let’s make 2023 a great year.
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