Establishing Lesotho’s English Teachers’ PCK Through Teacher-Student Classroom Interactions: A Multiple Case Study

Teaching and learning continually evolve towards more innovative approaches; therefore, educational reforms should incorporate new policies that reflect these innovations. Teachers are also at the center of these changes and are directly affected. The aim of this study was to investigate English teachers' pedagogical content knowledge (PCK) in English language classrooms through the use of multiple case studies. Purposive sampling was used to elicit participants' contributions in two high schools in Lesotho. Data was collected through class observations and post-observation interviews with participants and was analyzed thematically. The findings show that English language teachers are aware of the goals and objectives of the main curriculum, and they possess efficient abilities to implement it. However, this study also found that the traditional method of teaching still dominates in classrooms, thereby limiting classroom participation. The researchers recommend higher students' classroom engagement.