View in EDS

When Big Ideas Meet Critical Thinking in Lesson Study: Insights from a Pre-Service Language Teacher Education Course

Saved in:
Bibliographic Details
Title: When Big Ideas Meet Critical Thinking in Lesson Study: Insights from a Pre-Service Language Teacher Education Course
Language: English
Authors: Rui Yuan (ORCID 0000-0002-6603-6423), Zhaoxuan Wang, Shuwen Liu
Source: Language Teaching Research. 2026 30(5):2412-2432.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Thinking, Preservice Teacher Education, Preservice Teachers, Language Teachers, Teaching Skills, Skill Development, Teaching Methods, Instructional Design, Teacher Competencies, Lesson Plans, Microteaching, Reflective Teaching
DOI: 10.1177/13621688231211664
ISSN: 1362-1688
1477-0954
Abstract: This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers' exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants' pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to their understanding and application of the big idea framework within the lesson study process. While the participants encountered some negative feelings in the process (e.g. due to the competitive atmosphere brought by the 'same topic and different design' arrangement), they tried to turn such emotions into a stimulating source for their CT growth and professional learning. In light of the research results, pedagogical implications for teaching and teacher education were put forward in the end.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508022
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1508022
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: When Big Ideas Meet Critical Thinking in Lesson Study: Insights from a Pre-Service Language Teacher Education Course
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rui+Yuan%22">Rui Yuan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6603-6423">0000-0002-6603-6423</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhaoxuan+Wang%22">Zhaoxuan Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Shuwen+Liu%22">Shuwen Liu</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2412-2432.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/13621688231211664
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers' exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants' pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to their understanding and application of the big idea framework within the lesson study process. While the participants encountered some negative feelings in the process (e.g. due to the competitive atmosphere brought by the 'same topic and different design' arrangement), they tried to turn such emotions into a stimulating source for their CT growth and professional learning. In light of the research results, pedagogical implications for teaching and teacher education were put forward in the end.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508022
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508022
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/13621688231211664
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 2412
    Subjects:
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Microteaching
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
    Titles:
      – TitleFull: When Big Ideas Meet Critical Thinking in Lesson Study: Insights from a Pre-Service Language Teacher Education Course
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Rui Yuan
      – PersonEntity:
          Name:
            NameFull: Zhaoxuan Wang
      – PersonEntity:
          Name:
            NameFull: Shuwen Liu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1362-1688
            – Type: issn-electronic
              Value: 1477-0954
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Language Teaching Research
              Type: main
ResultId 1