Degrees Held
- B. Soc. Sci. (Psychology and History), University of Natal, (1992)
- HDE, University of Natal, (1993),
- B.Ed University of Natal, (1996),
- M.Ed University of Natal, (1999),
- PhD (UKZN) (2009)
Research Interests
- Teacher knowledge,
- Teacher professional learning,
- Teacher agency and autonomy,
- Curriculum recontextualization
Teaching Interests
- Teacher development,
- Teacher professional learning,
- Teacher agency and autonomy,
- Research methods,
- Research proposal development.
Selected Publications
Journal Articles
Chapters in Books
Journal Articles
- Bertram, C. & Mxenge, N. (2022) Performativity, managerial professionalism and the purpose of professional development: a South African case study, Journal of Education Policy, DOI: 10.1080/02680939.2022.2110946.
- Bertram, C., Johnson, K. & Goldring, D. (2022). Using scaffolding academic literacy practices in tertiary classrooms: a South African case study. Critical Studies in Teaching and Learning (CriSTaL), 10 (1), 165-185.
- Bertram, C. (2022). Reflecting on the nature of Curriculum Inquiry in South Africa 2010 – 2021.Curriculum Perspectives, 42, 71 -76.
- Rusznyak, L. & Bertram C. (2021). Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning. Journal of Education, 83, 34-53.
- Bertram, C., Mthiyane, C.C.N. & Naidoo, J. (2021). The tension between curriculum coverage and quality learning: The experiences of South African teachers, International Journal of Educational Development, 81, https://doi.org/10.1016/j.ijedudev.2021.102353.
- Ajibade, B.A. & Bertram, C. (2020). How district teacher development centres support teachers’ learning: Case studies in KwaZulu-Natal, South Africa. Perspectives in Education, 38 (2), 103 – 117. https://doi.org/10.18820/2519593X/pie.v38.i2.07
- Bertram C. (2020). Remaking history: the pedagogic device and shifting discourses in the South African school history curriculum. Yesterday and Today
- Kimathi, F.K. & Bertram, C. (2020). Oral language teaching in English as First Additional Language at the foundation phase: a case study of changing practice. Reading & Writing,11(1), a236. https://doi.org/10.4102/rw.v11i1.236
- Zulu, F.Q.B & 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.
- Mthiyane, C.C.N., Naidoo, J. & Bertram, C. (2019) Context matters: Heads of Department’s leadership practices in monitoring and supporting teachers in schools participating in Jika iMfundo. Journal of Education, 75, 65 – 76. doi: http://dx.doi.org/10.17159/2520-9868/i75a05
- Christiansen, I.M. & Bertram, C. (2019) Early schooling teachers’ learning from a formal teacher development programme in South Africa. International Journal of Educational Development. 66, 78-87. https://doi.org/10.1016/j.ijedudev.2019.01.004
- Kimathi, F. & Bertram C. (2019) How a professional development programme changes early grades teachers’ literacy. South African Journal of Childhood Education, 9 (11) DOI: https://doi.org/10.4102/sajce.v9i1.554
- Bertram C. (2019) What is powerful knowledge in school history? Learning from the South African and Rwandan school curriculum documents. The Curriculum Journal. 30 (2), 125-143, DOI: 1080/09585176.2018.1557536
- Bharath, P. & Bertram, C. (2018) Analysing historical enquiry in school history textbooks. Perspectives in Education, 36(1): 145-161 DOI: http://dx.doi.org/10.18820/2519593X/pie.v36i1.10
- Christiansen, I.M., Bertram, C. & Mukeredzi,T.G. (2018) Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa, Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2018.1461804
- Mukeredzi, T.G., Bertram, C. & Christiansen, I. (2018) Investigating teacher learning from a university programme for Foundation Phase teachers, South African Journal of Childhood Education 8(1), a524. https://doi.org/10.4102/sajce.v8i1.524
- Bertram, C. (2016) Recontextualising principles for the selection, sequencing and progression of history knowledge in four school curricula Journal of Education, 60, 27-54.
- Bertram, C., Christiansen, I. and Mukeredzi, T. (2015) Exploring the complexities of describing foundation phase teachers’ professional knowledge base. South African Journal of Childhood Education, 5(1): 169-19.
- Rusznyak, L. and Bertram C. (2015) Knowledge and judgement for assessing student teaching: a cross-institutional analysis of teaching practicum assessment instruments. Journal of Education, 60, 31 – 62.
- Bertram, C. and Wassermann, J. (2015) South African history textbook research: A review of the scholarly literature. Yesterday and Today.14, 151 -174.
- Bharath, P. and Bertram, C. (2015) Using genre to describe progression of historical thinking in school history textbooks. Yesterday and Today.14, 76 – 98.
- Mukeredzi, T., Mthiyane, N. and Bertram, C. (2015) Becoming professionally qualified: the school-based mentoring experiences of part-time PGCE students. South African Journal of Education, 35 (2). (reviewer role)
- Bertram, C. (2014) Shifting discourses and assumptions about teacher learning in South African teacher development policy. Southern African Review of Education. 20 (1), 90 – 108
- Bertram, C., Mthiyane, N and 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. 33, 448 -456.
- Bertram, C. (2012) Bernstein’s theory of the pedagogic device as frame to study history curriculum reform in South Africa. Yesterday and Today, 7, 1-22.
- Bertram, C. (2012) Exploring an historical gaze: a language of description for the practice of school history. Journal of Curriculum Studies, 44 (3), 429 -442
- Bertram C. (2011) What does research say about teacher learning and teacher knowledge? : Implications for professional development in South Africa. Journal of Education, 52, 3-26.
- Bertram, C. and Bharath, P. (2011) Specialised knowledge and everyday knowledge in old and new Grade 6 history textbooks. Education as Change.15 (1), 63 -80.
- Bertram, C. (2009). Procedural and substantive knowledge: Some implications of an outcomes-based history curriculum in South Africa. Southern African Review of Education, 15 (1), 45 – 62.
- Bertram, C. (2009). Learning and teaching in Grade 10 history classrooms at a time of curriculum reform. Journal of Educational Studies, 8 (3), 111 – 134.
- Hugo, W. and Bertram, C. (2009). Rulers of consciousness: the university and the Pedagogic Device. Critical and Reflective Practice in Education, 1 (1), 1 – 13.
- Bertram, C. (2008). ‘Doing history?’: Assessment in history classrooms at a time of curriculum reform. Journal of Education, 45,155-177
- Hugo, W., Bertram, C., Green, W. and Naidoo, D. (2008) Bernstein, Bloom and the analysis of pedagogy in South African schools. Journal of Education, 43, 31 – 56.
- Bertram, C., Wedekind, V. and Muthukrishna, N. (2007) Newly qualified South African teachers: staying or leaving? Perspectives in Education, 25 (2), 77- 90.
- Bertram, C., Appleton, S., Muthukrishna, N. and Wedekind, V. (2006) The career plans of newly qualified South African teachers. South African Journal of Education, 26 (1) 1-13.
- Bertram, C. (2006) Knowledge, pedagogy and assessment in the old and new FET History curriculum documents. Education as Change, 10 (2), 33-51.
- Bertram, C. (2006) Exploring teachers’ reading competences: a South African case study. Open Learning 21(1), 5 – 18.
- Bertram C. (2003) “Students doing it for themselves”: the role of informal study groups in a mixed mode teacher education programme. South African Journal for Higher Education, 17 (3).
- Bertram, C. (2003) Moving towards massification: Reflections on a mixed-mode teacher education programme.. Perspectives in Education, 21 (2).
- Harley, K., Mattson, L., Bertram, C., Barasa, F. and Pillay, K. (2000) The Real and the Ideal: Teacher Roles and Competences in South African Policy and Practice. International Journal of Educational Development, 20 (4), 287-304.
Chapters in Books
- Bertram, C. (2021). The recontextualising logics of four post-colonial African school history curriculum documents. In D. Bentrovato & J. Wassermann (eds.) Teaching and Learning History in Contemporary Africa. Experiences and Perspectives from Africa and Beyond (pp. 15-44). Brill Sense.
- Mthiyane, N., Naidoo, J. & Bertram, C. (2018). Balancing monitoring and support: The role of HODs in curriculum coverage. In Learning about sustainable change in education in South Africa: the Jika iMfundo campaign 2013-2017. Johannesburg: Saide.
- Bertram, C. (2015). Analogy but no disanalogy: the case of urban slums. In Hugo, W. (ed.), Conceptual integration and educational analysis. Pretoria: HSRC Press.
- Bertram, C, & Hugo, W. (2008). Social justice through epistemological access: a tale of two schools. In Muthukrishna, N. (Ed.), Educating for social justice and inclusion: pathways and transitions. New York: Nova Science.
- Thomson, C. and Bertram, C. (2005). Tutor learning, student learning: the B. Ed Hons programme at the University of KwaZulu-Natal. In T. Welch and Y. Reed (eds.), Designing and delivering distance education: Quality criteria and case studies from South Africa. Nadeosa: Johannesburg. 138 – 150. (equal contribution of authors).
- Bertram, C. (2003). Exploring informal student study groups in a South African Teacher Education Programme. in A. Tait and R. Mills (eds.), Rethinking Learner support in Distance Education. Routledge Falmer: London.
Teaching Expertise
- Research methods and design, curriculum, knowledge structures, teacher development, teacher knowledge, teacher professional learning.
Community Involvements
- 2023 Scaffolding Academic Literacy for lecturers. This project aims to develop a short course for university lecturers to use a scaffolded, genre-based pedagogy to support students’ academic literacy development.
- Member of Reading to Learn, http://www.readingtolearnsouthafrica.com an NGO that focuses on developing reading and writing at all levels of education
Student Supervision
Graduated M.Ed students
Graduated PhD students
Graduated M.Ed students
- Ncayiyana, B. T. 2022. A mixed method study exploring induction experiences of novice teachers.
- Mchunu, S.P. 2022. Monitoring curriculum coverage: Foundation Phase teachers’ experiences of using the Jika Imfundo tracking tools.
- Mapala, C.W. 2022. An analysis of Social Studies teachers’ pedagogy in selected secondary schools in Malawi.
- Gamede, K.E. (2021) An exploration of Intermediate Phase English First Additional Language teacher learning through the use of PILO toolkits to improve curriculum coverage: A case study of three primary schools in the King Cetshwayo District. (co-supervisor: Dr CCN Mthiyane)
- Dlomo, T.D. (2021) The role of principals in school-based teacher professional development in three secondary schools (co- supervisor: Dr FQB Zulu)
- Lushaba, L. (2021) Exploring grade 3 teachers’ writing instructional practices in response to the Department of Basic Education programmes.
- Zondi, T.M. (2021) Teacher professional learning: A case study of a History cluster.
- Majeza, O. (2020) Exploring the pedagogical content knowledge of FET mathematics teachers.
- Hyde, B. (2020) Exploring the nature of the mentoring in an internship Programme. A case study of a private Secondary School
- Nadas, L. (2020) A case study exploring the pedagogical content knowledge of Intermediate Phase mathematics teachers
- Shange, LPP Exploring the role of the District Teacher Development Centre in supporting teachers’ professional learning 2019
- Mnguni, N Exploring the role of Peacedale District Teacher Development Centre in supporting teachers’ professional learning 2019
- Thwala NPN Exploring how a District Teacher Development Centre supports teachers’ professional learning: a case study in Phumelela district 2019
- Shange, N. Exploring the role of Sunshine District Teacher Development Centre in supporting teachers’ professional learning 2019
- Hlabisa, S. Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning 2019
- Ngwenya, X An exploration of the influence of the Matric Intervention Programme on the professional identity of local and lead teachers.2019
- Mahlaba, L. An Exploration of Three Rural Teachers’ Practices on the use of English as a Language of Learning and Teaching (LOLT) when teaching Geography.2018
- Nzama, T. Ntombela, B. Makhathini, N. Kwela, N. Case studies of teacher learning from the Reading to Learn programme in primary schools 2018
- Myende, SSS An exploration of clusters as Teacher Learning Communities for Grade 12 Geography teachers in the Inland Circuit 2017
- Msomi, DM An exploration of teacher learning in grade 12 history professional development workshops 2017
- Chetty. S. Exploring theory and practice in the National Certificate Vocational (NCV) in the Automotive Repair and Maintenance (ARM) course 2017
- Makwara, V. Exploring teacher learning through the construction and use of teaching resources in an Advanced Certificate in Teaching (ACT) programme at the University of KwaZulu-Natal (Co-supervisor Dr TG Mukeredzi) 2016
- Govender, S A case study of informal learning of Foundation Phase teachers 2016
- Laban, M. Teaching Shakespeare: Exploring the PCK and beliefs of teachers of English 2016
- Mcaba, S. Exploring the knowledge base of Foundation Phase teachers regarding the teaching of language (co-supervisor Dr TA Mbatha) 2015
- Nkosi, C. Exploring the quality of the SANBI teacher development workshops 2015
- Rawhani, V. An analysis of the values in the Foundation Phase of the South African curriculum and their application in workbooks 2014
- Mutereko, P Learning to Teach: The Experiences of Part – Time Post Graduate Certificate in Education Students 2014
- Naidoo, M. 2012. Curriculum reform and teacher identity: narratives of experienced teachers’ engagement with curriculum reform.
- Kortjas, D. 2012. A Post-Graduate Certificate in Education programme as preparation for Foundation Phase teachers. The experiences of novice teachers in KwaZulu-Natal primary schools (Co-supervisor Ms. R. Searle).
- Pramonney, S. 2011. A case of informal teacher learning in a secondary school.
- Thaver, K. 2011 Are teachers lifelong learners? A case study on informal learning in a suburban high school.
- Bharath, P. 2010. A knowledge representation of Gr 6 history textbooks before and after 1994.
- Ngubeni, T.D. 2010. A Knowledge Representation in the Grade 12 Geography Textbooks.
- Zulu, F.Q.B. 2010. Teacher learning in the context of educational reform: a study of Economics teachers (Co-supervisor: Dr V. Mcube).
- Mkholo, B.S.M. 2010. Assessment in FET Life Sciences: An analysis of assessment tasks in three selected school in the Mpumalanga province (Co-supervisor: Dr ER Dempster)
Graduated PhD students
- Jawahar (2021) A semantic gravity perspective on South African school chemistry curriculum alignment (Co-supervisor Dr D. Sibanda)
- N. Mxenge An Exploration of Teacher Learning in Life Sciences Cluster in Mpumalanga Province 2019
- Bharath, P. An investigation into how Social Science textbooks develop progression in historical thinking. 2016
- Zulu, FQB Teacher learning: A case study of two teacher learning communities in KwaZulu-Natal (Co-supervisor Dr TG Mukeredzi) 2017
- Kimathi, F Professional learning of Foundation Phase teachers in the Advanced Certificate in Teaching (ACT) 2017