Degrees Held
- B.Paed (1993): University of Zululand
- B EdHons (2009) : University of KwaZulu-Natal
- MEd (2011) : University of KwaZulu-Natal
- PhD (2017): University of KwaZulu-Natal
Research Interest
- Teacher Education and Professional Development
- Teacher learning
- Teacher Knowledge
- Teacher Learning Communities.
- Classroom Action research
- Undergraduate research scholarship.
Teaching Interest
- I teach and on PGCE, Honours, supervise Masters and PhD in the Teacher Development Studies Discipline.
- My teaching interest are; Foundation modules, professional studies, curriculum, knowledge structures, teacher development, teacher knowledge and teacher professional learning.
- Education Studies
- Mentoring in schools
- Teacher agency in Professional Learning
Community Involvment
- (2020-2022), Teachers, facilitators’ and district officials’
perceptions and experiences of the CPD programme that enhances
teacher learning and practices in the Amajuba District. Co-investigator
in the group project led by Dr Mthembu exploring teachers’, facilitators
and district officials’ perceptions and experiences of the CPD
programme. - (2021 to date), Project Title : Igniting undergraduate and BEd Hons
research excellence. - Collaborative project with Durban University of Technology colleague
on the innovative ways of enhancing quality of teaching and learning
of the research module. - Reviewer for South African Journal of Education, review journal articles
for South African Journal of Education.
Selected Publications
Journal Articles
Journal Articles
- Zulu, F.-Q. B. (2022). Using teaching, social and cognitive presences as a
lens to reflect on teaching a research module amid COVID-19.
Perspectives in Education, 40(1), 179-195. DOI:https://doi.org/10.18820/2519593X/pie.v40.i1.11 - Dongwe, K. & Zulu F-Q.B. (2022). Online teaching of an undergraduate
research module amid COVID-19 lockdowns: Reflections of an
academic at a University of Technology in South Africa. African Journal
of Inter/Multidisciplinary Studies, 4 (S11), 142-161. DOI:https://doi.org/10.51415/ajims.v4i1.1018 - Zulu, F-Q.B. & Mukeredzi, T.G. (2021). A Case Study of Two Teacher Learning Communities in KwaZulu-Natal, South Africa. South African Journal of Education,41(3)1-15 http://www.sajournalofeducation.co.za
- Mathura, S. & Zulu, F-Q.B. (2021).Using flashcards for English second language creative writing in Grade 1, Reading & Writing 12(1), a298. https://doi.org/10.4102/rw.v12i1.298
- Zulu, F-Q.B. and Bertram C. (2019).Collaboration and teacher knowledge in a teacher learning community: A case of mathematics teachers in KwaZulu-Natal province. South African Journal of Higher Education, 33 (5)112-129. http://dx.doi.org/10.20853/33-5-3595
Teaching Expertise
- I teach and on PGCE, Honours, supervise Masters and PhD in the Teacher
Development Studies Discipline. - My teaching interest are; Foundation modules, professional studies,
curriculum, knowledge structures, teacher development, teacher
knowledge and teacher professional learning. - Education Studies
- Mentoring in schools
- Teacher agency in Professional Learning
- Independent Research Project
Student Supervision
Honours
Masters
Honours
- Magwanyana Nonhlanhla (2022). Exploring economics teachers
challenges in the implementation of the curriculum during Covid-19. - Makhanya Nokuthula (2022). Exploring intervention strategies to cover
curriculum gaps in grade 12 after Covid-19 in rural school: Teachers’
perspectives. - Makwara Violet (2022). Professional learning activities of Grade 10
Mathematical Literacy teachers during the COVID-19 in a
Pietermaritzburg Central Cluster. - Maphumulo Nonduduzo (2022). Exploring the curriculum gaps due to
rotational timetabling in a rural secondary school: Teachers views. - Mchunu Thubelihle (2022). Teachers’ challenges in implementing the
Natural Sciences curriculum during the COVID-19 pandemic in a rural
school context. - Mzelemu Siphamandla (2022). Exploring teaching strategies and learner
participation during COVID-19 pandemic: A case study of Economics
teachers in Eden Circuit. - Nxumalo Malwande (2022). Strategies implemented to cover curriculum
gaps caused by covid-19 disruptions: an exploration of matric teachers’
experiences. - Sibanda Simiso (2022). Primary school teachers’ views on the benefit and
challenges of online teaching and learning during Covid-19 pandemic. - Van Wyk Kaylin (2022). Mathematics’ teacher intervention strategies
and challenges amid Covid-19 in underperforming secondary schools. - Dlamini Tholakele. (2021).Teachers’ challenges in implementing the
curriculum during the COVID-19 pandemic in a farm school. - Mazibuko Sizakele. (2021). Lecturers’ experiences of curriculum
implementation amid Covid-19 in a Technical and Vocational
Education and Training College. - Naiker Kaushika. (2021). Adapting to the New Normal: Professional
Development amid the COVID-19 pandemic in a Primary school. - Naidoo Dillon (2021). Exploring English Home Language teachers’
creativity as a response to mitigate school-based assessment challenges
amid the COVID-19 pandemic. - Nkwanyana-Zond0, Zinhle. (2021). Exploring Further Education and
Training (FET) phase teachers’ experiences of teaching Accounting
curriculum in the context of Covid-19 pandemic. - Pillay, Priyanka (2021). Intervention strategies towards curriculum
coverage for grades 10 to 12 Business Studies during covid-19 pandemic. - Shabalala, Siyabonga (2021). Exploring the technological pedagogies
used amid Covid-19 pandemic in a primary school. - Marx, M. (2020). An online teaching journey: responding to crisis and developing professionally as an educator
- Mazeka, S. (2020). Using blended teaching and learning strategies to support grade 12 mathematics learners during and aftermath of covid-19 pandemic
- Pillay, S. (2020) Using Literature Webbing to Improve Comprehension Skills in English Home Language with Second Language Grade 5 Learners.
- Duma , N. (2019). The use of group-work as a teaching strategy to enhance grade 12 Accounting learners’ understanding of Cash Budgets
- Hadebe, A. (2019). Using of Pictures to Enhance Essay Writing in a Grade IsiZulu Class.
- Khumalo, L.N. (2019). The use of guessing game and role play in teaching division sums in a grade three mathematics class
- Magwanyana, S.P. (2019). Using models to enhance understanding of Euclidean Geometry in Mathematics teachers in a cluster.
- Mathura, S. (2019). The use of flashcards in teaching creative writing to English second language learners in grade 1. An action research.
- Ncayiyana, B.T. (2019). Exploring Music and Monopoly as teaching strategies to enhance learner participation in teaching Money and Banking in Economics grade 10.
- Ngwenya, S.S. (2019). The use of scaffolding as a teaching strategy to enhance grade 12 Life Sciences learners’ understanding of evolution.
- Ntshangase G. (2019). Using co-operative learning as a strategy of teaching an overcrowded Life Sciences grade 12 class.
- Nundlal, L. (2019). Using pictures as a strategy to improve essay writing skills within Grade Eight English home language.
Masters
- Dladla Nonjabulo (2022). Exploring how the Reading to Learn
pedagogy can support Grade 4 learners’ reading comprehension in Life
Skills. - Campbell, C. (2020). Exploring Teacher Learning in Professional Learning Communities of Community Education and Training (CET)
- Dlamini, A. (2020). Exploring teacher learning in a mathematics cluster as a professional learning community in a district
- Dlomo, D. (2020). The role of principals in school-based teacher professional development in three secondary
- Nyathi, M. (2020). Teachers’ Understandings and Experiences of the Integrated Quality Management System in a Primary School in KwaZulu-Natal Province