Classroom plays as narrative texts that introduce preservice teachers to artificial intelligence-related vocabulary in Sesotho and isiZulu

Abstract

Background: This study explored how the modality of classroom plays, also called playwriting, was used to introduce preservice teachers in a foundation and intermediate phase Bachelor of Education (B.Ed.) programme to artificial intelligence (AI)-related vocabulary that includes coding and robotics language in Sesotho and isiZulu. The study employed Shulman’s theory of signature pedagogy and Vygotsky’s sociocultural theory, focusing on the zone of proximal development, to explore student-teachers’ playwriting activities.
Aim: This study aimed to explore how student-teachers engaged in a playwriting process to create drama texts about AI in Sesotho and isiZulu.
Setting: This qualitative study employed a case study design and took place at a university in urban South Africa. The sample consisted of members of an intact group of 90 student-teachers in their final year of the B.Ed. programme.
Methods: Data were collected through semi-structured focus group interviews with the student-teachers and an analysis of their drama texts. An inductive thematic analysis approach was applied to the data from interviews, while a deductive approach was implemented to analyse the drama texts according to criteria for playwriting with a pedagogical purpose.
Results: Findings from the study show that playwriting is a viable method for teaching vocabulary. Through drama activities, students learned about the value of dramatic performance as a tool for making learning engaging and practical for learners.
Conclusion: Drama activities such as playwriting and meaningful feedback promote active engagement in learning. This approach supports preservice pedagogy for teaching vocabulary explicitly in a manner that is engaging for primary school children.
Contribution: The contribution of this study is the introduction of AI-related terminology into Sesotho and isiZulu. This terminology was developed by preservice teachers in a playwriting course in the B.Ed. programme.