Kiswahili teachers’ pedagogical competence in actual class interaction for the implementation of Competency based curriculum

Abstract

A curriculum is as good as teachers who implement it, because teachers control what is taught and how it is taught in their classrooms. Existing literature examined teachers’ pedagogical competence based on their attendance of CBC trainings. However, what remains to be explored is the ability of teachers to facilitate appropriate interactions in the classroom during the curriculum implementation process. This study therefore focused on the ability of Kiswahili teachers to effectively involve learners into various instructional activities during the teaching and learning process. Desimone’s Core Conceptual Framework was adopted to anchor this study. Based on interpretive paradigm, this study adopted a qualitative approach that used a multiple case study research design. Target population comprised teachers of Kiswahili at grade four level. Purposive sampling technique was employed in selecting nine teachers of Kiswahili that participated in this study. Qualitative data were mainly generated through observation guide schedule. They were analysed using grounded theory method of analysis while applying constant comparative technique. Findings revealed varying Kiswahili teachers’ pedagogical competence. Specifically, teachers skilfully selected learner-centred instructional approaches but ineffectively used them during actual class interaction. The study thus recommends for teacher capacity building programmes that focus more on equipping teachers with skills on how to instruct using learner-centred instructional approaches.

Keywords: Actual class interaction, Competency based curriculum, Curriculum implementation, Kiswahili teachers’ pedagogical competence, Teacher pedagogical competence.

DOI: 10.7176/JEP/16-8-10

Publication date: July 31^st 2025