ISSN: 2226-6348
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Professional development is central to educational reform, particularly where curriculum change requires teachers to acquire new technological, pedagogical and content competencies. Kenya's transition from the 8-4-4 system to Competency-Based Education (CBE) has placed new demands on Kiswahili teachers' instructional practices, yet the literature offers limited evidence of a professional development framework built specifically from the technological, pedagogical and content-knowledge (TPACK) needs of Junior School Kiswahili teachers. This paper addresses that gap by presenting the fourth objective of a wider study — to develop a professional development framework for effective Kiswahili instructional practices — conducted among teachers and Curriculum Support Officers (CSOs) in Nyamache Sub-County, Kenya. The study adopted a convergent mixed-methods design, drawing on a TPACK-Deep-Scale-adapted teacher questionnaire (77 of 90 targeted teachers, 85.6% response), semi-structured interviews with 12 teachers and all four CSOs, and structured observation of 36 lessons. Technological knowledge recorded the highest composite Need Index (M = 0.527), followed by content knowledge (M = 0.391) and pedagogical knowledge (M = 0.366, the lowest). Thematic analysis of CSO and teacher interviews showed unanimous support for learner-centered, competency-based pedagogy, technology integration, coaching and mentoring through Professional Learning Communities (PLCs), multi-stakeholder collaboration, and continuous rather than one-off professional development. Triangulating these quantitative, qualitative and classroom-observation strands, the study developed the Integrated TPACK–School-Based Teacher Support System Professional Development Framework (ITSPDF): a six-stage cyclical model comprising Needs Assessment, TPACK-Based Professional Development, School-Based Professional Learning (SBTSS), Classroom Implementation, Monitoring/Evaluation/Feedback, and Sustainability and Continuous Improvement, underpinned by TPACK (Mishra & Koehler, 2006), Adult Learning Theory, Social Constructivism (Vygotsky, 1978) and Guskey's (2002) model of professional development evaluation. The framework is presented with a supporting logic model, an implementation matrix and a data-based demonstration linking each stage to the study's empirical evidence, and is intended for use by the Teachers Service Commission, the Kenya Institute of Curriculum Development, Curriculum Support Officers, school leaders and teacher-training institutions in planning continuous, evidence-based, school-embedded professional development for Kiswahili instruction.
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