Pre-service science teachers’ perceptions towards developing isiZulu vocabulary for teaching and learning

Abstract

Abstract This study investigates pre-service teachers’ perceptions towards developing an isiZulu vocabulary for teaching and learning chemistry in three rural FET schools in KwaZulu Natal, South Africa. It contributes to the ongoing debates around curriculum decolonisation and code-switching in teaching and learning. The study adopts a qualitative interpretivist paradigm, utilizing individual interviews with six (6) isiZulu pre-service chemistry teachers who were purposively selected. The study found that pre-service teachers generally had a positive attitude towards curriculum decolonisation and code-switching for teaching and learning chemistry. This study also found that some pre-service teachers were not keen to develop isiZulu vocabulary, given the challenges and complexities of code-switching in real-life chemistry teaching and learning contexts. Further, the findings indicate developing isiZulu vocabulary can enhance curriculum decolonisation and code-switching for effective teaching and learning of chemistry in this context. The study recommends the need for pre-service teachers to be conscientised about the value of developing isiZulu vocabulary for effective teaching and learning of chemistry lessons. Future 176 Theorising Curriculum in Unsettling Times research must explore how to effectively empower pre-service teachers to manage code-switching in teaching chemistry in rural contexts.