A closer look at the practice and impact of “rounds”

A practice that is gaining momentum in many countries in the world is “Rounds,” also known as Teacher Rounds, Instructional Rounds, or Education Rounds. Rounds engage educators in communities of practice, engender critical reflection, and support mutual learning. However, though promising as a way to focus learning in, from, and about teaching practice, Rounds has been the subject of comparatively little theoretical analysis or empirical study. It seems timely then to look at this emerging practice. This special issue delves into the conceptualization and practice of Rounds in the U.S., U.K., and Australia by theorizing around the idea, providing portraits of implementation, and sharing research that has emerged from enactments of Rounds with both pre-service and in-service teachers.