Pedagogical Practices Employed by Teachers in Developing Learner Communication and Collaborative Competencies in Junior Secondary Schools in Uasin Gishu County, Kenya

Effective communication and collaboration are essential competencies for learners in the 21st Century, particularly within junior secondary education where foundational skills are solidified. This study investigated the pedagogical practices employed by teachers to develop these competencies in junior secondary schools in Uasin Gishu County, Kenya. The objectives of the study were; to establish teaching strategies used by teachers in developing learner communication and collaboration competencies, to determine the kind of instructional resources used to develop learner communication and collaboration competencies, to establish the assessment strategies used by teachers in developing communication and collaboration competencies and to identify the challenges teachers experienced when developing communication and collaboration competencies. Anchored in constructivist and social interactionist learning theories, the research utilizes a mixed-methods approach and survey research design comprising structured questionnaires administered to teachers and learners, semi-structured interviews and classroom observations. The target population were teachers teaching junior secondary schools in Uasin Gishu County. The sampling procedure used was purposive and convenient sampling to select junior secondary school while random sampling was used to select teachers. Qualitative and quantitative data was collected and analyzed by triangulation. The findings reveal a growing adoption of learner-centered strategies, including group discussions, project-based learning, and peer instruction, aimed at enhancing interaction and teamwork. However, the extent and effectiveness of these practices are moderated by contextual factors such as teacher preparedness, class size, availability of instructional resources, and institutional support. Despite teachers’ awareness of the value of communicative and collaborative learning, practical implementation often falls short due to systemic constraints. The study underscores the need for targeted teacher training and in-service, policy reinforcement, and infrastructural improvements to support pedagogical innovation. These findings contribute to the discourse on competency-based education and offer practical implications for enhancing teaching practices in similar educational contexts.