[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-353259-105":53,"doc-detail-353259-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","kiswahili-teachers-pedagogical-competence-in-lesson-planning-for-the-implementation-of-competency-based-curriculum","Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum","","Kenya’s competency-based curriculum (CBC) reforms require Kiswahili teachers to be competent in delivering the intended changes through effective lesson planning. This qualitative multiple case study examined Kiswahili teachers’ pedagogical competence in grade four lesson preparation in selected primary schools. Grounded theory analysis of document review and interviews showed strong subject-matter interpretation but weak infusion of CBC-integrated content, with continued emphasis on rote learning. The study recommends targeted teacher capacity-building.",{"@graph":63,"@context":122},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/kiswahili-teachers-pedagogical-competence-in-lesson-planning-for-the-implementation-of-competency-based-curriculum/353259/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/kiswahili-teachers-pedagogical-competence-in-lesson-planning-for-the-implementation-of-competency-based-curriculum/353259.png","ImageObject",442,249,{"name":88,"@type":89},"Bintang","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-11","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114,118],{"name":105,"@type":106,"acceptedAnswer":107},"What was the purpose of the study on Kiswahili teachers’ pedagogical competence?","Question",{"text":108,"@type":109},"To establish Kiswahili teachers’ pedagogical competence in lesson planning for implementing the competency-based curriculum in selected primary schools in Kenya.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What research approach and design were used?",{"text":113,"@type":109},"A qualitative research approach with a multiple case study research design was used, guided by a relativist–interpretivism paradigm.",{"name":115,"@type":106,"acceptedAnswer":116},"What did the study find about lesson planning?",{"text":117,"@type":109},"Teachers proficiently interpreted subject matter but ineptly infused CBC-integrated content while planning lessons, leaving emphasis on subject matter associated with rote learning.",{"name":119,"@type":106,"acceptedAnswer":120},"What recommendations were made based on the findings?",{"text":121,"@type":109},"Teacher capacity-building programmes should focus more on infusing CBC-integrated content into lesson planning.","https://schema.org",{"og:url":78,"og:type":124,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":126,"canonical":78},"index,follow",{"doc_id":128,"site_id":56},353259,1791355505,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":88,"user_avatar":133,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":20,"language":139,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":61,"update_tm":143,"read_time":47},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | East African Journal of Education Studies\u003Cbr>[eajes.eanso.org](eajes.eanso.org)\u003Cbr>Volume 7, Issue 4, 2024\u003Cbr>Print ISSN: 2707-3939 | Online ISSN: 2707-3947\u003Cbr>Title DOI: [https://doi.org/10.37284/2707-3947](https://doi.org/10.37284/2707-3947) | \u003Cbr>EAST AFRICAN\u003Cbr>NATURE &\u003Cbr>SCIENCE\u003Cbr>ORGANIZATION |\n| --- | --- | --- |\n| Original Article\u003Cbr>Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum\u003Cbr>Eric Mugera1* & Violet N.O. Kafwa1\u003Cbr>1 Moi University, P. O. Box 3900-30100, Eldoret, Kenya.\u003Cbr>* Author [for Correspondence Email:](for Correspondence Email: mugera.em@gmail.com)[ mugera.em@gmail.com](for Correspondence Email: mugera.em@gmail.com)\u003Cbr>Article DOI: [https://doi.org/10.37284/eajes.7.4.2509](https://doi.org/10.37284/eajes.7.4.2509) |  |  |\n\nDate Published:  \n10 December 2024  \nKeywords:  \nCompetency Based Curriculum,  \nCurriculum Implementation, Kiswahili Teachers’Pedagogical Competence,  \nLesson Preparation, Teacher Pedagogical Competence.  \nABSTRACT  \nKenya has undertaken curriculum reforms by introducing a competency-based curriculum. Teachers who are key implementers need tobe 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.  \nAPA CITATION  \nMugera, E. & Kafwa, V. N. O. (2024) . Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum. East African Journal of Education Studies, 7(4), 830-843. [https://doi.org/10.37284/eajes.7.4.2509](https://doi.org/10.37284/eajes.7.4.2509)  \nCHICAGO CITATION  \nMugera, Eric and Violet Nabwire O. Kafwa. 2024.“Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum”. East African Journal of Education Studies 7 (4), 830-843. [https://doi.org/10.37284/eajes.7.4.2509](https://doi.org/10.37284/eajes.7.4.2509)  \nHARVARD CITATION  \nMugera, E. & Kafwa, V. N. O. (2024)“Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum”, East African Journal of Education Studies, 7(4), pp. 830-843. doi: 10.37284/eajes.7.4.2509  \nIEEE CITATION  \nE., Mugera & V. N. O., Kafwa “Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum” EAJES, vol. 7, no. 4, pp. 830-843, Dec. 2024. doi: 10.37284/eajes.7.4.2509.  \nMLA CITATION  \nMugera, Eric & Violet Nabwire O. Kafwa. “Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum”. East African Journal of Education Studies, Vol. 7, no. 4, Dec. 2024, pp. 830- 843, doi:10.37284/eajes.7.4.2509  \nINTRODUCTION  \nKenya has undertaken curriculum reforms by introducing a Competency-ba","cbCaij57jJzGk7jb","https://ap.wps.com/l/cbCaij57jJzGk7jb","pdf",1060662,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What was the purpose of the study on Kiswahili teachers’ pedagogical competence?\",\"answer\":\"To establish Kiswahili teachers’ pedagogical competence in lesson planning for implementing the competency-based curriculum in selected primary schools in Kenya.\"},{\"question\":\"What research approach and design were used?\",\"answer\":\"A qualitative research approach with a multiple case study research design was used, guided by a relativist–interpretivism paradigm.\"},{\"question\":\"What did the study find about lesson planning?\",\"answer\":\"Teachers proficiently interpreted subject matter but ineptly infused CBC-integrated content while planning lessons, leaving emphasis on subject matter associated with rote learning.\"},{\"question\":\"What recommendations were made based on the findings?\",\"answer\":\"Teacher capacity-building programmes should focus more on infusing CBC-integrated content into lesson planning.\"}]","Kiswahili Teachers’ Pedagogical Competence in Lesson Planning for the Implementation of Competency-based Curriculum | PDF",1790103911]