Degrees Held
- Pead: University of Zululand (1993)
- Ed Hons): University of KwaZulu-Natal (2009)
- Ed: University of KwaZulu-Natal (2011)
- PhD University of KwaZulu-Natal (2017)
Research Interest
- Teacher Education and Professional Development
- Teacher learning,
- Teacher Knowledge
- Teacher Learning Communities.
- Classroom Action research
- Undergraduate research scholarship.
- Integration digital tools/ technology in teaching and learning
- Teaching and learning in the Artificial Intelligence (AI) Context
Teaching Interest
- Understanding teacher education and professional development
- Education Studies:
- Mentoring in schools
- Teacher stress and wellbeing
- Teacher agency in professional learning
- Understanding research
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- 2025) Project Title: Igniting undergraduate and BEd Hons research excellence Collaborative project with a colleague from the Durban University of Technology on the innovative ways of enhancing the quality of teaching and learning of the research module.
- (2019 to date); An ongoing action research project on teachers’ professional development in KwaZulu-Natal
- (2025-2026) “From children’s voices to teachers’ practices”: A participatory action research approach towards mitigating bullying in the Foundation Phase
- Reviewer for South African Journal of Education, review journal articles for South African Journal of Education.
- Reviewer and assessor of National Research Foundation (NRF) Research proposal for Thuthuka grant.
- Reviewer for the Independent Journal of Teaching and Learning: Review articles for – The Independent Journal of Teaching and Learning.
- Facilitator of Teacher professional development workshops for KZN Department of Basic Education with Mr. Mondli Nyathi (SES).
Selected Publications
Journal Articles
Chapters in Books
Journal Articles
- Maipath, M., & Zulu, F. Q. B. (2025). Fostering a culture of mentoring to enhance self-directed learning in a professional learning community: An action research. South African Journal of Education, 45(Supplement 1), S1–S14. DOI: https://doi.org/10.15700/saje.v45ns1a2684
- Mthembu, P., Ngcobo, Z. A., Ngema, S., Mkhize, B. N., Zulu, F. Q., & Bansilal, S. (2025). Collaborative practices in professional learning communities: perspectives from middle-grade mathematics teachers in a semi-rural district in South Africa. Teacher Development, 29 (4), 829–848. DOI: https://doi.org/10.1080/13664530.2024.2438727
- Gregory, J.L. & Zulu, F.-QB. (2024). Enhancing vocabulary acquisition through Memrise in an English second-language class: Action research at a TVET college. Journal of Vocational, Adult and Continuing Education and Training, 7(1), 28-48.
DOI: http://doi.org/10.14426/jovacet.v7i1.387
- Zulu, F. Q. B. (2024). Enhancing the quality of online teaching and learning of a research module through the community of inquiry framework. South African Journal of Education, 44(4), 1-17
DOI: http://doi.org/10.15700/saje.v44n4a2558
- Dlamini, T.C., & Zulu, F-Q.B. (2024). Curriculum implementation challenges and responses during the COVID-19 pandemic in a rural secondary school in South Africa. African Journal of Career Development, 5(1), a73. DOI: https://doi.org/10.4102/AJCD.V6I1.73
- Makwara V. & Zulu, F-Q. B (2023). Professional Learning Activities of Grade 10 Mathematical Literacy Teachers during COVID-19 Pandemic: A Case Study of Pietermaritzburg Central Cluster. In Surujlal, J., van der Merwe, H. & van der Berg, L. (Eds.), Social Sciences International Research Conference: Expanding Research in a World of New Opportunities(pp.838-858). E-book
- 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. DOI: 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
Chapters in Books
- Zulu, F. Q. B. (2026). I Did Not Quit: Reflections on Navigating the Bumpy Road of the PhD Journey as a Deputy Principal. In H.W. Mbhiza, K.E. Chin and N. Zongozzi, Road to PhD: Resilience and Growth in the Doctoral Journey (pp.166-178). Koninklijike Brill. DOI: https://doi.org/10.1163/9789004750050_012
Teaching Expertise
- I taught PGCE and Honours levels.
- My teaching interests are professional studies, curriculum, knowledge structures, teacher development, teacher knowledge and teacher professional learning.
- Understanding teacher education and professional development
- Education Studies
- Mentoring in schools
- Teacher stress and wellbeing
- 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
- Magwanyana Nonhanhla (2025). Using Market Day as an experiential learning strategy to enhance financial literacy in grade 9: An action research study.
- Mzelemu Siphamandla (2025). Learning through professional learning community: A case study of Lunguza Economics Cluster
- Mzobe Nomkhosi (2025). Exploring rural primary school teachers’ experiences of learning and participation in professional learning communities.
- Mhonda Fortune (2024). The experiences of school-based educators as mentors of pre-service student teachers: A case study
- Ngubane Nomvelo (2023). The impact of the Coronavirus Pandemic on teaching practices and teacher-learner professional relationships in a rural school context
- Nyathi Thembisile (2023). An Exploration of Foundation Phase Teachers’ Learning in a Professional Learning Community
- Xulu Nompumelelo (2022). Exploring teacher learning through the use of PILO toolkits in grade 8 and 9 mathematics classrooms in the Pinetown District
- Dladla Nonjabulo (2022). Exploring how the Reading to Learn pedagogy can support Grade 4 learners’ reading comprehension in Life Skills.
- Campbell Cynthia (2020). Exploring Teacher Learning in Professional Learning Communities of Community Education and Training (CET)
- Dlamini Andile (2021). Exploring teacher learning in a mathematics cluster as a professional learning community in a district
- Dlomo Duncan (2020). The role of principals in school-based teacher professional development in three secondary schools
- Nyathi Mondli. (2020). Teachers’ Understandings and Experiences of the Integrated Quality Management System in a Primary School in KwaZulu-Natal Province