Investigating EFL teachers’ awareness of lesson study: a qualitative study in Injibara, Ethiopia

Purpose This study aims to investigate the level of English as a Foreign Language (EFL) teachers’ awareness of lesson study (LS) in Injibara, Ethiopia. Design/methodology/approach The study used a case study research design within a qualitative research approach. Five grade 11 EFL teachers were selected comprehensively to collect data through in-depth interviews. The data were analyzed qualitatively using a thematic analysis technique. Findings The findings of the study revealed that EFL teachers had limited awareness of the concepts of LS. Although they had some orientations about LS, they were limited in clearly articulating the basic concepts underlying it. EFL teachers perceived that LS enhances content knowledge, pedagogical knowledge and collaborative skills. However, they were limited in adequately describing the importance of LS on their knowledge of subject matter, curriculum materials, lesson planning, classroom management, assessment strategies, collaborative working culture, collegiality and a sense of shared responsibility. Practical implications This study provides a growing body of research that investigates EFL teachers’ awareness of LS. It also offers potentially useful insights for both research and practical implications. Hence, the study encourages a thorough investigation into the implementation of LS in wider scopes. Originality/value This study contributes to the limited body of knowledge in the Ethiopian context, where EFL teachers have limited awareness of the concepts of LS.