Amava abafundisi bolimi lwesizulu ezikoleni eziqokiwe
Amava abafundisi bolimi lwesiZulu ezikoleni eziqokiwe: Ucwaningoqhathaniso ngabathwasiswe ngokwe-PGCE ne-B.Ed emayunivesithi aKwaZulu-Natali: An investigation into the expertise of isiZulu teachers in selected schools: A comparative analysis of PGCE and B.Ed graduates in KwaZulu-Natal universities) The purpose of this study was to explore and make a comparative analysis of Postgraduate Certificate in Education (PGCE) and Bachelor of Education (B.Ed) teachers who are teaching isiZulu as Home Language in selected schools in Northern KwaZulu-Natal. Universities in South Africa produce the bulk of teachers through two different teacher training programmes known as PGCE and B.Ed. As the PGCE has a duration of only one year after a three-year degree whilst B.Ed is a four-year degree, the researcher sought to find out what this means and if there is equilibrium or disparities in practice. The researcher aimed to understand, through empirical research, expertise these teachers have in teaching isiZulu as a Home Language. This qualitative study adopted an interpretive paradigm. Semi-structured interviews, observations and documentary analysis were used as methods for data collection. Vygotsky’s (1978) social-constructivist theory was used as a theoretical framework and a lens for data analysis. Findings of the study revealed that B.Ed teachers are much stronger in using a variety of methods of teaching isiZulu but do not have a strong subject knowledge base. PGCE teachers are trained for a few months and are weak in methods of teaching isiZulu but have a solid theoretical/subject knowledge capacity. The study concludes that something needs to change in the way these teachers are trained in higher education institutions. Some of the recommendations include revisiting the way these programmes are structured, the issue of duration and the need for in-service training for purposes of further upskilling.
Amava abafundisi, limi lwesiZulu, Emayunivesithi aKwaZulu-Natali
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