Purpose The purpose of this study is to explore how engaging in lesson study (LS) can enhance mathematics teachers’ professional learning engagement (TPLE) in secondary schools to better support students’ learning. Design/methodology/approach The research was conducted in Ethiopia and used design-based research with qualitative data collected from 2 secondary schools and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations and document analysis were the main sources of data. The data were analyzed using coding, categorizing and thematizing techniques using Atlas-ti software. Findings The findings of the study revealed that engaging in the LS enhanced mathematics teachers’ continuous and collaborative learning with colleagues. Teachers were capable of shifting their long-held practices of isolated and closed-door classroom teaching mindset toward collaborative learning with colleagues, creating professional accountability. LS was found to be a potent model in enhancing mathematics TPLE. Research limitations/implications This study was conducted in specific localities focused on mathematics teachers purposefully selected with a limited sample size. Thus, it is difficult to generalize the findings to all secondary school teachers. Practical implications Incorporating LS into the existing teacher professional development program in the country would be rewarding to improve TPLE. Future research should investigate the impact enhanced TPLE has on teachers’ instructional practices. Originality/value The study contributed to the existing knowledge and practical base of LS from Ethiopia.
Temesgen Yadeta Dibaba (Fri,) studied this question.