Degrees Held
- Junior Primary Teachers Diploma, Mpumalanga College of Education, 1991
- Higher Education Diploma (Junior Primary Studies), Natal College of Education, 1997
- Advanced Certificate in Education, University of KwaZulu-Natal, 2008
- Bachelor of Education (Honours- Teacher Development Studies), University of KwaZulu-Natal, 2010
- Master of Education (Teacher Development Studies), University of KwaZulu-Natal, 2013
- Doctor of Philosophy (Teacher Development Studies), University of KwaZulu-Natal, 2018
Research interests
- Early language and literacy (Home Language and First Additional Language)
- Early Childhood Care and Education (Birth to 4 years)
- Multi-grade Teaching in the Foundation Phase
- Inclusive education for children who experience barriers to learning due to language acquisition and development challenges
Teaching interests
- Early language and literacy (Home Language and First Additional Language)
Publications
Journal Articles
Journal Articles
- Mzimela, J., 2022, ‘Contextual variations and pedagogy in the teaching of first additional languages in Grade 1: A multicase study’ South African Journal of Childhood Education 12(1), 1-8. https://doi.org/10.4102/
- Kao, M. A., & Mzimela, P. J.,2019, ‘They are visually impaired, not blind… teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners. South African Journal of Childhood Education, 9(1), 1-11. https://doi.org/10.4102/sajce.v9i1.651
- Mzimela, J.,2016, ‘Exploring the role of teaching using folklore in developing grade r learners’ mother tongue’. Studies of Tribes and Tribals, 14(2), 129-137.https://doi.org/10.1080/0972639X.2016.11886740
- Ramrathan, L. & Mzimela, J., 2016, ‘Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1‘, South African Journal of Childhood Education 6(2), a448. http:// dx.doi.org/10.4102/sajce. v6i2.448
Community Involvement
- Mickey and Minnie Early Childhood Development Centre located in a semi-urban context in Adams Mission (2022)
Project Title: Fostering partnership with early childhood care and education (ECCE) teachers
The partnership involves upskilling the ECCE teachers’ pedagogical content knowledge of teaching young children from birth to four years. We also revisit prominent policies, e.g. National Curriculum Framework (DBE,2015), National Integrated Early Childhood Education Policy (DSD, 2015), and other related policies for the betterment of their profession.
- Sizakancane Early Childhood Development Centre
- Pinetown Child Welfare Society
Teaching Expertise
- Lecturer: University of KwaZulu-Natal, School of Education, 2012 to date.
- Teacher: Foundation Phase Head of Department, Mayelesweni Primary School, 2007- 2011.
- Post Level 1 FP Teacher: Mayelesweni Primary School, 2003 – 2007.
- Post Level 1 FP Teacher: Novimba Primary School, 2000 – 2002.
- Post Level 1 FP Teacher: Ntendeni Primary School,1992 – 2000.
Student Supervision
Honours
Masters
Phd
Honours
- Amina Farouk Ahmad – 2150880795 (2016), An exploration of learners’ psychosocial challenges.
- Anamika Maharajh – 207526188 (2016), An exploration of learners’ psychosocial challenges.
- Jayshree Rampersad – 210517610 (2016), An exploration of learners’ psychosocial challenges.
- Robyn Kimberely Nazeera Sullivan – 218059152 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Silindile Sinethemba Ndlela – 205511473 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Henna Moosa – 215031088 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Sphelele Kuzolunga Dlomo -215070605 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Thembelihle Ntombela – 216035485 (2020), An exploration of gender-based violence on foundation phase learners’ wellbeing in rural areas.
- Asanda Louchar Majali – 215071702 (2020), Exploring the impact of gender-based violence on learners’ well-being and scholastic performance in the Foundation Phase.
- Natlee Naicker – 213537567 (2020), Exploring the influence of gender-based violence on a teacher’s capabilities and professionalism in the intermediate and senior phase classroom.
- Alecia Gilmore – 220057472 (2021), A Comparative Analysis of the Impact of Distance versus Face-to-Face Learning on Primary School Teachers and Learners during Covid-19.
- Jabulisiwe Cele – 210523226 (2021), The impact of Covid-19 on teachers and learners in the Foundation Phase.
- Sthabile Madela – 217004378 (2021) Intermediate Phase teachers’ experiences of online teaching and learning amid Covid-19.
- Thabang Moereng – 218049066 (2022), Grade 10 learners’ challenges of online learning during COVID- 19 in rural schools: Teachers’ experiences.
- Mbuso Msomi – 205523164 (2022), The impact of Covid-19 on learners’ academic performance and achievement in primary schools in KwaZulu-Natal.
- Adelle Naidoo – 216047621 (2022), The effects of Covid-19 on learners’ learning performance: A case of South African secondary schools.
Masters
- Matiekase Angelina Kao – 213573637 (2015), Exploring In-service Teachers’ Knowledge of Teaching Literacy Using Braille to Grade R Visually Impaired Learners.
- Sipho Cyril Mkhize – 215082444 (2018), Exploring Male Teachers’ Experiences of Teaching in the Foundation Phase of Schooling.
- Zodwa Eunice Mvuyana – 215082471(2021), Pre-service teachers’ understandings of teaching measurement as Mathematics component in Foundation Phase.
- Alecia Gilmore – 220057472 (2021 – In progress), Exploring Intermediate Phase Learners’ Psycho-social challenges of engaging in Blended Learning during Covid-19 Lockdowns.
- Lungile Smanga Ndabayakhe – 220112339 (2021 – In progress) – Exploring the teaching of isiZulu first additional language to first-time exposure learners in the Intermediate Phase.
- Sarah Samukelisiwe Radebe – 221000079 (2022 – In progress), Inclusion of learners with autism spectrum disorder in pre-reading skills development: grade R teachers’ experiences.
- Kimberley Sullivan – 218059152 (2022 – In progress), Foundation Phase teachers’ pedagogical content knowledge (PCK) for teaching Mathematics problem-solving skills in overcrowded classrooms.
- Fazila Hoosen – 203516718 (2023 – in progress).
- Fhatani Tshivhase – 221065175 (2023 – in progress)
Phd
- Ngami Isabella Phumzile Pewa (2020- In Progress), Physical wellbeing of four-year-old learners and their readiness for grade R.
- Zasendlunkulu Nonkululeko Malimela (2019- In Progress), Exploring ECD teachers’ pedagogical content knowledge (PCK) for the development of creativity skills of children from birth to four: A case study of a rural ECD context.