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The purpose of this paper is to show the relationship between lesson study (LS) and the reconstruction of teacher dispositions (practical knowledge).

This work consists of an exhaustive qualitative study, analysis and interpretation of the practical knowledge of an infant school teacher before and after her participation in a training process based on LS.

This work offers a response to this resistance to change and to progress in education. It demonstrates the potentiality of LS for the transformation of schools in the twenty-first century and the construction of a reflected, shared, emerging pedagogical capital for teachers.

The analysis focusses on practical knowledge (knowledge-in-action, (Schön, 1998); implicit theories (Pozo, 2006; Marrero, 2009); phronesis (Kinsella and Pitman, 2012); tacit knowledge (Contreras and Pérez de Lara, 2010)) because in accordance with the latest theories deriving from cognitive neuroscience, most of the resources the authors use in their action come from unconscious mechanisms. Hence, the procedures and mechanisms of qualitative research have been used to carry out in-depth analysis through prolonged daily observation of practice under a series of previously established dimensions (knowledge, skills, attitudes, values and emotions).

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 present the possibilities offered by Lesson and Learning Studies (LLS) for training and for improving and generating knowledge by reconstructing the practical knowledge of teachers in university training through joint design, observation and reflection. In short, the research aims to show how merging LLS contributes to developing fundamental teaching skills in new, uncertain contexts and to recreating processes of research and analysis of complex situations from critical and creative perspectives by involving university teachers and student teachers in disciplined, informed reflection on their own practice through shared, narrative productions in a dual spiral which promotes the contrasting of experiences and perspectives in an ongoing manner.

A case study of own practice in a university master’s degree, the aim of which is to develop a training improvement process by following the stages of LLS.

The case study shows the need to reverse the theory-practice sequence and to increase the importance of experience, the relevance of tutoring in the role of teachers, and the significance of cooperation and contrast as learning strategies. The evidence presented shows that LLS can be an extremely useful resource and procedure to reconstruct practical knowledge, facilitating internal contrast between the different espoused theories of the members of the group of teachers, and also between their espoused theories and their practical knowledge, in other words their theories-in-use.

The paper explores the value of LLS to reconstruct the practical knowledge of university teachers.

The purpose of this paper is to discern and discuss links and connections between the ideas and insights contained in the articles published in Issue 6.2, in a way which portrays the key features of lesson study in an international context, its conceptual relationship with the ideas of Lawrence Stenhouse, and its analytic potential to effect pedagogical transformation in a global context.

To create a basis for a fruitful discussion about the critical features of Lesson and Learning Studies as it globalises between readers and the authors of the eight texts published, three of which are authored by practicing school teachers.

The author pinpoints four critical implementation issues that should provide a focus for further deliberation about how to realise the potential of lesson and learning studies for improving the quality of teaching and learning in educational institutions. These are: developing methods of analysis that disrupt and challenge the cultural scripts that shape teaching and learning in educational institutions; developing conditions and support systems that enable teachers not only to develop their practice through lesson and learning study, but also to participate in the development of theories that can powerfully inform such study; creating sustainable programmes of high-quality lesson and learning studies in educational institutions when they may stand in a state of tension with the prevailing organisational culture; and exploring the potential of creative methodological mixes, using both qualitative and quantitative research methods, for improving the quality of teaching and learning through lesson and learning study.

This editorial review provides a criterial framework for evaluating the quality of programmes of lesson and learning studies in educational institutions.

The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research.

The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice.

Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS.

With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.

The purpose of this chapter is to solve multi-objective formulation for traveling salesman and transportation problems. Computations are based on real data for the road freight transportation of a Spanish company. The company was selected because of its importance in Spanish economy and market. This company is important in the whole country; however, it has its higher importance in the northern part of Spain. The requirements for these models are the minimization of total distance and the CO₂ emissions. To achieve this, it is required to know and carry out the minimization of the total distance traveled by the trucks during the deliveries. The deliveries are going to be executed between the different locations, nodes, in the region, and Elorrio, where the depot is situated. The data have been used to decide the best route in order to obtain a minimization of cost for the company. As it was mentioned earlier, the problems are focused on the reduction of the amount of CO₂ emissions and minimization of total distance; by studying different parameters, the best solutions of route transportation have been obtained. The software used to solve these models is CPLEX solver with AMPL programming language.

The purpose of this chapter is to optimize multi-criteria formulation for green vehicle routing problems by mixed integer programming. This research is about the road freight transportation of a Spanish company of groceries. This company has more power in the north of Spain and hence it was founded there. The data used for the computational experiments are focused in the northern region of Spain. The data have been used to decide the best route in order to obtain a minimization of costs for the company. The problem focused on the distance traveled and the altitude difference; by studying these parameters, the best solution of route transportation has been made. The software used to solve this model is CPLEX solver with AMPL programming language. This has been helpful to obtain the results for the research and some conclusions have been obtained from them.

In this paper, the theory of inequality of opportunity is applied to examine health inequality among adults in Spain. Using a survey module conducted by the Centro de Investigaciones Sociológicas (CIS) in 2017, the role played by and the contributions of circumstances, efforts and lifestyles, and demographic variables in explaining adult health inequality are assessed. Additionally, the mediating role of individual education in the relationship between circumstances and health is analyzed. The findings underscore the significant relevance of unfair factors (circumstances) and demographics in generating adult health inequality, as opposed to the minimal contribution of fair factors (efforts and lifestyles). Furthermore, education is shown to significantly influence health, mitigating the impact of certain circumstances and serving as a transmission channel for others. In light of these results, efforts and lifestyles alone are insufficient to counterbalance unfair circumstances beyond an individual’s control. Therefore, improving circumstances and early-life factors, or reducing their impact on health through the implementation of compensatory policies, is essential for reducing health inequality and promoting equal opportunities for inclusive development.

The purpose of this paper is to discuss why and how the notion of sustainability has been integrated to the practices of HRM in Chile. Especially, it examines how the union‒management relationship shapes and is shaped by the adoption of a sustainable approach. By doing so, it contributes to a broader debate about HRM in Latin America.

The paper draws on a case study conducted between 2016 and 2018 in two large companies. In each of these companies, besides the analysis of internal and administrative documentation, human resource managers, line managers and union officers were interviewed.

In this paper, two main findings are discussed. First, the sustainable HRM idea installed in Chile has not involved a total renunciation of some old ideological frames, but rather an adjustment of these. The old paternalist managerialism is shaping a path to a new HRM model, willing to yield part of its control to workers, but not less unitarist in its foundations. Second, the sustainable HRM concept adoption by the studied companies is not primarily motivated by economic goals as it may have occurred in other contexts, but by the need of a solution to labour conflicts in a context of union action renewal.

This research could be used to teach about leadership, strategy and sustainability, highlighting the importance of understanding the contested nature of the employment relations within these processes of changing. To accomplish this, HR practitioners need to get more involved with pluralistic perspectives in labour relations and thus achieve effective sustainable practices in the workplace. It is also relevant that unions recognise and strengthen their ability to influence these policies.

This paper sheds lights on how the concept of sustainable HRM has been introduced in Latin America, which has been slightly discussed in mainstream scientific literature. It also provides empirical evidence about unexplored and recent changes in HRM and proposes new perspectives for the study of this topic in the region, considering variables as the managerial ideologies, current labour disputes and the relevance of trade union voice.