Facilitating Language Teachers' Learning to Teach Critical Thinking through Lesson Study

Autor/inn/en	Zhang, Hong; He, Yuheng
Titel	Facilitating Language Teachers' Learning to Teach Critical Thinking through Lesson Study
Quelle	In: Teachers and Teaching: Theory and Practice, 29 (2023) 4, S.384-408 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Hong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2023.2191179
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Lesson Plans; College Faculty; Teaching Methods; Critical Thinking; Teacher Attitudes; Instructional Improvement; Faculty Development; Foreign Countries; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lesson planning; Unterrichtsplanung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Lehrerverhalten; Unterrichtsqualität; Ausland
Abstract	This qualitative study seeks to explore how two university English-as-a-foreign-language (EFL) teachers learned to teach critical thinking (CT) through lesson study in China. Informed by relevant literature on CT and teachers' learning to teach CT, and drawing on data from interviews, classroom observation, artefacts and research journals for one year, this study revealed that the two teachers began their learning journeys in different ways, but gradually shared similar trajectories after they joined lesson study projects, and that lesson study was facilitative for the teachers to improve CT instruction pedagogy. The study concludes with implications for supporting in-service EFL teachers' learning to teach CT through lesson study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01