Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum

Abstract

Kenya has undertaken curriculum reforms by introducing a competency-based curriculum. Teachers who are key implementers need to be adequately equipped in terms of competencies to effectively deliver on the envisaged curriculum changes. This study sought to establish Kiswahili teachers’ pedagogical competence in lesson planning for the implementation of CBC in selected primary schools in Kenya. Desimone’s Core Conceptual Framework was adopted as a theoretical framework for this study. The relativist–interpretivism paradigm guided the study. It further adopted a qualitative research approach. Specifically, a multiple case study research design was used. The target population comprised teachers of Kiswahili. A purposive sampling technique was employed in selecting study participants. Specifically, teachers of Kiswahili at grade four were selected and studied. The qualitative data was collected using; a document analysis guide and interview guide schedule. It was then analysed using the grounded theory method of analysis. The study findings revealed that teachers of Kiswahili proficiently interpreted the subject matter but ineptly infused CBC-integrated content while lesson planning. This means that emphasis is still on subject matter that is often criticized for rote learning. The study thus recommends teacher capacity-building programmes that focus more on an infusion of CBC-integrated content in lesson planning