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Nonhlanhla Mthiyane
Position Lecturer
Discipline Teacher Development Studies
Phone 033 260 6131
Email mthiyanen@ukzn.ac.za
Campus Pietermaritzburg Campus
Office Address Room 50, Education Building

Degrees Held:

  • PhD

Research Interests:

  • Teacher Development Studies, Gender and Science Education, Language in Education, Gender and Development, Mentoring in education

Teaching Interests:

  • Teacher Development Studies, Gender and Science Education, Language in Science Education, Gender and Development, Mentoring in education

Supervision:

  • Thobela-Mosiea N.M. (2009). Investigating how Grade 10 learners choose between mathematics and mathematical literacy: A case oriented intersectional study of three schools from different socio-economic settings in the Sisonke District. Unpublished thesis presented in partial fulfillment of Master of Education degree, University of Kwa-Zulu Natal.
  • Chatturgoon, S. (2009). An exploration into teachers’ perceptions on teacher leadership and their motivational levels to engage in leadership roles at school. Unpublished thesis submitted in partial-fulfillment of Master of Education degree, University of Kwa-Zulu Natal.
  • Pillay, V. (2012). The professional knowledge base and practices of school-based mentors: A study of two schools in Pietermaritzburg. Unpublished thesis submitted in partial-fulfillment of Master of Education degree, University of Kwa-Zulu Natal.
  • Ndemuweda, V.V. N. (2012). An exploration of the learning experiences of Life Science teachers in Ohangwena region, Namibia. Unpublished thesis submitted in partial-fulfillment of Master of Education degree, University of Kwa-Zulu Natal.

Publications/Selected Publications

Journal Articles:

  • Mthiyane, N. (2012). Uterine health and women’s participation in decisions to undergo hysterectomy in KwaZulu-Natal. Agenda, 26 (2), 80 – 92.
  • Bertram, C., Mthiyane, N., Mukeredzi, T. (2013). ‘It will make me a real teacher’: learning experiences of part-time PGCE students in South Africa. International Journal of Educational Development. 2012, http://dx.doi.org/10.1016/j.ijedudev.2012.10.001

Chapters in Books:

  • Mthiyane, N. (2008). Is the success of African girls in South African mathematics and science classrooms anomalous? An ethnographic study. In Chronaki, A. (Ed). Mathematics technologies education: The gender perspective. Volos, Greece. Thessaly University Press.

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