The development of EFL teachers’ pedagogical content knowledge through lesson study: a participatory case study in Injibara, Ethiopia

Purpose This study aimed to investigate the development of English as a Foreign Language (EFL) teachers’ pedagogical content knowledge through lesson study (LS) in Injibara, Ethiopia. Design/methodology/approach The study employed a participatory case study design within a qualitative research approach. Three grade 11 EFL teachers were selected comprehensively as an LS group. Data were collected using interviews, observations, reflective journals, and field notes. The data were analysed qualitatively through thematic analysis. Findings The findings revealed that LS significantly enhanced EFL teachers’ pedagogical content knowledge (PCK). Through the LS process, EFL teachers deepened their understanding of subject matter and curriculum materials. Moreover, LS enabled EFL teachers to apply appropriate teaching methods, design focused lesson plans, and manage classrooms effectively. Overall, the study concludes that LS is a valuable model for enhancing EFL teachers’ PCK. Thus, it is recommended that EFL teachers integrate lesson study into their school-based professional development (PD) programs. Practical implications This study provides a growing body of knowledge that demonstrates how engaging in LS enhances EFL teachers’ PCK in speaking skills. It also offers potentially useful insights for both research and practical implications. Hence, the study encourages a thorough investigation into the development of EFL teachers’ PCK through LS in preparatory schools at the national level. Originality/value This study contributes to the limited body of research in the Ethiopian context that LS enhances EFL teachers’ PCK in preparatory schools.