Degrees Held
- PhD (Chemistry Education), University of Witwatersrand, 2023
- MSc (Chemistry Education), University of Witwatersrand, 2017
- BSc Hons, University of Witwatersrand, 2013
- Ed., University of Pretoria, 2010
Research Interest
- Content Knowledge for Teaching School Sciences
- Teacher Professional Knowledge
- Topic-Specific Pedagogical Content Knowledge
- Powerful Knowledge in Science Teacher Training
- STEM Education
Teaching Interest
- B. Ed undergraduate teaching in Chemistry Content Modules
- Teaching Methodology modules in Science Education
- Research Methodologies in Honours Programme
Selected Publications
Journal Articles
Journal Articles
- Ndlovu, B. P., & Mavhunga, E. (2026). Impetus on subject-specificity: positioning teacher-related science content knowledge as powerful knowledge in teacher education curriculum design. Journal of Curriculum Studies, 1–18. https://doi.org/10.1080/00220272.2026.2634699
- Khoza, H. C., & Ndlovu, B. P. (2026). Content representation as a foundation for lesson development and pedagogical content knowledge growth in biology teacher education. European Journal of Teacher Education, 1–20. https://doi.org/10.1080/02619768.2026.2619936
- Ndlovu, B. P., Khoza, H. C., & Sanjigadu, S. (2026). Translanguaging and code-switching in Southern African Science and Mathematics Education: Mapping pedagogical practices and teacher development implications. E-Journal of Humanities, Arts and Social Sciences 7(1): 347 – 363. https://doi.org/10.38159/ehass.20267127
- Ndlovu, B. P., Nsele, S. W., & Khoza, H. C. (2025). Enhancing conceptual teaching in organic chemistry through lesson study: a TSPCK-Based approach. Chemistry Teacher International. https://doi.org/doi:10.1515/cti-2024-0124
- Ndlovu, B. P., & Mavhunga, E. (2025). Improving Pre-Service Teachers’ Content Knowledge Related to Teaching Secondary School Science: A Case Concerning Functional Groups and Isomers. Journal of Chemical Education https://doi.org/10.1021/acs.jchemed.4c00672
- Mudaly, R., Ndlovu, B. P., Chirikure, T., Sibanda, D., Moodley, M., Narod, F., & Narrainsawmy, V. (2025). Post-graduate Teachers’ STEM Education Experiences and the Development of their 21st Century Skills: A Case Study of Two Higher Education Institutions in South Africa and Mauritius. E-Journal of Humanities, Arts and Social Sciences (EHASS), 6(4), 71 – 87. https://doi.org/10.38159/ehass.2025646
- Sibanda, D., Moodley, M. P., Mudaly, R., Ndlovu, B. P., Narrainsawmy, V., Narod, F. B., & Chirikure, T. (2025). Pre-service Science Teachers’ Perceived Benefits and Challenges of Learning STEM Subjects. Journal for New Generation Science, 23(1). https://doi.org/10.47588/jngs.2025.23.01.a7
- Ndlovu, B. P. (2024). The Design of a Valid and Reliable Instrument to Measure Pre-service Teachers’ Content Knowledge for Teaching Organic Chemistry. African Journal of Research in Mathematics, Science and Technology Education, 28(2), 250–271. https://doi.org/10.1080/18117295.2024.2391672
- Ndlovu, B. P. (2024). Retaining Knowledge for Practice: A Study of First-Year Chemistry Teachers’ Planned TSPCK in Stoichiometry. South African Journal of Chemistry, 78(1), 283- https://hdl.handle.net/10520/ejc-chem-v78-n1-a364
- Mavhunga, E., & Ndlovu, B. P. (2023). Defining Science Content Knowledge for Teaching as a Base for PCK Development: A Case for Organic Chemistry. African Journal of Research in Mathematics, Science and Technology Education. https://doi.org/10.1080/18117295.2023.2247711
- Ndlovu, B. P., & Malcolm, S. A. (2022). Changes in Pre-service Teachers’ Planned TSPCK in Stoichiometry After a TSPCK-based Practicum. African Journal of Research in Mathematics, Science and Technology Education, 1-17. https://doi.org/10.1080/18117295.2022.2103291
Community Involvement
- (2023–to date), Cell Explorers is a science outreach initiative led by the University of Galway that aims to stimulate interest in science among primary school learners through interactive engagement activities.
- (2021–to date), Joint university research on STEM education for 21st century citizenship, A collaborative research project with the Mauritius Institute of Education focusing on STEM education and its role in developing competencies associated with 21st century citizenship.
- (2020–to date), Key Concepts in Science is a university-led professional development programme that supports Grade 8 and 9 Natural Sciences teachers in strengthening content knowledge for teaching.
- (2020–2021), PCK Talks and Works: A collaborative scholarly engagement involving academics from national and international institutions to discuss developments and emerging research in pedagogical content knowledge.
- (2021–to date), Science for the Future, A project funded by the South African National Roads Agency Limited and coordinated by the University of the Free State, focusing on the development of content knowledge for Grade 8 and 9 Natural Sciences teachers under the theme “Key Concepts in Science”.
- (2021), STEM education for the 21st century citizenship, A joint initiative between the University of KwaZulu-Natal Science and Technology Education and the Mauritius Institute of Education, centred on advancing STEM education in relation to citizenship education.
- (2021–to date), Participation in Southern African Association for Research in Mathematics, Science and Technology Education, Ongoing engagement as a conference presenter and symposium speaker, contributing to regional research discourse in mathematics, science and technology education.
Teaching Expertise
- Teaching expertise in science teacher education, including chemistry content and science methodology at undergraduate and honours levels, with responsibility for curriculum design and module coordination.
- Postgraduate supervision across Honours, MEd and PhD, with a focus on topic-specific PCK, teacher-related science content knowledge, and emerging pedagogical technologies.
- Curriculum leadership in teacher education programmes, including academic oversight of BEd Honours and postgraduate diplomas, with attention to coherence and quality assurance.
- Research methodology teaching and research capacity development, particularly through structured postgraduate cohorts and supervision-led academic development.
- Professional development of in-service teachers, grounded in topic-specific approaches to conceptual teaching and the strengthening of content knowledge for teaching.
Student Supervision
Honours
Masters
Honours
- Govender, T (2025). Perceived First Year Pre-Service Science Teachers’ Levels of Digital Competencies: Perspective from the UNESCO ICT Competency Framework for Teachers
- Ndlovu, P (2025). Pedagogies of Graphic Communication in Technology Education: Exploring Teaching Practices in the GET Phase
- Meyiwa, M (2025). Exploring the Role of Artificial Intelligence in Lesson Planning: Implications for Technology Education in South Africa
- Mzulwinini, X (2024). Effective Teaching Strategies in Bridging Theory and Practice in Mechanical Technology Education: A Systematic Review of Literature
- Mngadi, N (2023). Integration of ICT Simulations in Teaching Technology: Challenges and Opportunities
- Moses, L (2023). The Reported Learner Errors and Misconceptions in NSC Examinations: A Case of Organic Chemistry
- Khoza, S (2022). The Economics and Management Sciences Teachers’ Curriculum Practices in South Africa
- Mchunu, N. F (2022). The Inclusion of Indigenous Knowledge Systems in Teaching Natural Sciences and Technology
- Goba, S (2021). Analysing the Types of Reported Learner Errors in Cubic Functions: A Case with the National Diagnostic Reports
- Nkomo, N (2021). Exploring the Effectiveness of Technology Education in Promoting Learners’ Critical Thinking
- Mvundla, N (2021). Exploring the Benefits of Using Information and Communication Technology in Teaching Science
Masters
- Mbotho, S. N (2026). Natural Sciences Teachers’ Understandings and Pedagogical Praxis of Scientific Investigations in Selected Pinetown Schools
- Radebe, T (2026). Teachers’ Knowledge about the Connections between Natural Sciences and Physical Sciences Curriculum: Perspectives from the Refined Consensus Model of Pedagogical Content Knowledge
- Xulu, S. E (2025). Pre-service Teachers and Practical Work: Perceived Views and Implementation
- Nsele, W (2023). Developing and Implementing Conceptual Teaching Strategies through Lesson Study: A Case with Organic Chemistry
- Mvundla, N (2023). Developing Junior Secondary Learners’ Understanding of the Atomic Theory Using ICT Simulations
- Mzolo, N (2023). Rural Grade 10 Physical Sciences Learners’ Alternative Conceptions about Waves and Sound through ICT Simulations