I am co-teaching a Research Proposal and Development module at a Masters programme. In this module we introduce students to the research field, exposing them to various intricacies of a research programme. It is an intense module as it involves a lot of practical exercises that the students have to do in class and out of class as formative assessment in developing their research skills and proposal development.
In 2015 I taught Assessment in Education, a module at an Honours level. This module introduces students to different forms, practices and issues regarding assessment in education broadly, but also forces students to be reflective on their own experiences as teachers and assessors.
I am teaching and coordinating modules in the Education Studies Discipline. I co-teach in a 4th year Sociology of Education module (Education Studies 410) and I also coordinate and teach a 4th year module (Education Studies 420), on human rights, teacher professionalism and sexuality education.
The teaching of the modules entails designing lecture notes, lecturing, marking of various forms of assessment tasks, e.g. assignments and/or tests etc. In addition, coordination of the modules has proved to be a demanding task since it involves huge sizes of groups, ranging from over 900 to 1200 students and therefore requires precision and excellent coordination skills. Coordination also involves designing course materials for students, designing assessment tasks, setting exams, monitoring the performance of colleagues (staff teaching in the module), marking and finalising marks.
I am supervising Honours and Masters students in their research projects. Co-supervising a PhD student.
Conferences and Publications
- Sokhulu, L., & Nzimande, N. (2019). Mentor-mentee relationships in school-based mentorship during teaching practice: A case of three pre-service teachers. Paper presented at the South African Education Research Association Conference, held at Southern Sun Elangeni/Maharani Hotels, Durban, South Africa, 22 October 2019.
- Nzimande, N., & Amin, N. (2019). Beyond the rhetoric of teacher job satisfaction: The interplay of empathy and powerlessness. Paper presented at the South African Education Research Association Conference, held at Southern Sun Elangeni/Maharani Hotels, Durban, South Africa, 24 October 2019.
- Nzimande, N., & Amin, N. (2018). Parents’ rhetoric of teachers’ work: A case study. Paper presented at the Education Association of South Africa Annual Conference, held at Southern Sun Elangeni Hotel, Durban, South Africa, January 14-17 (2018).
- Nzimande, N. (2016). Experiences of challenging heteronormativity in pre-service teacher training at the university of KwaZulu-Natal: A reflective critical incident approach. Paper presented at the Inaugural HIV and AIDS Research Indaba, held at the Coastlands Musgrave Hotel, Durban, South Africa, October, 4-5 (2016).
- Nzimande, N. & Amin, N. (2014). Masters students’ expectations and experiences of supervision support. Paper presented at the South African Education Research Association Conference, held at Southern Sun Elangeni Hotel, Durban, South Africa, August (2014).
- Nzimande, N. (2011). Supervision challenges: A blessing in disguise? Paper presented at the University of KwaZulu-Natal, 3rd Annual Educational Research Colloquium, Edgewood, Durban, South Africa, October (2011).
- Mahabeer, P., Nzimande, N., & Shoba, M. (2018). Academics of Colour: Experiences of emerging Black women academics in Curriculum Studies at a University in South Africa. Agenda. doi.org/10.1080/10130950.2018.1460139.
- Nzimande, N. (2017). Experiences of challenging heteronormativity in pre-service teacher training at the University of KwaZulu-Natal: A reflective critical incident approach. South African Journal of Higher Education, 31(4), 234-248.
- Chirikure, T., James, A., Nzimande, N., Singh-Pillay, A., & Naicker, I. (2017). A microscope, a stone, a cap and a lampshade: Objects as conduits for recognising teaching practices as teacher leadership in higher education. In D. Pillay, K. Pithouse-Morgan & I. Naicker (Eds.), Object medleys: Interpretive possibilities for educational research, (pp. 147-163). Rotterdam: Sense Publishers.
- Nzimande, N. (2015). Teaching pre-service teachers about LGBTI issues: Transforming the self. Agenda, 29(1), 74-80.
- Shoba, M., Nzimande, N., & Makhasane, S. D. (2015). Demystifying large classes teaching in a university: lessons for basic education teachers. Journal of Educational Studies, Special Issue, 197-207.
- Nzimande, M. N., & Amin, N. (2012). Masters students’ expectations of supervision support. In J. Wassermann & S. Reddy (Eds.), Surveying student research in the humanities. Proceedings of the 2012 Postgraduate Conference of the University of KwaZulu-Natal College of Humanities, Howard College, Durban.
- Nzimande, M. (2018). Discourse analysis of teachers’ and parents’ rhetoric about teachers’ work (PhD thesis), University of KwaZulu-Natal, South Africa.
- Nzimande, M. (2011). Exploring students’ experiences of producing a masters’ dissertation (Masters dissertation), University of KwaZulu-Natal, South Africa
- I serve as a reviewer of journal articles for different South African journals.
- I serve as an examiner of masters dissertations both internally (UKZN) and externally (for other universities).
- Curriculum matters (development, implementation, assessment and evaluation), research on teachers’ work, human rights, sexuality and gender diversities in education.
- Panel member in Masters full thesis and PhD research proposal review committees
- School board member
- Facilitator in the Dean’s Seminar on Decolonisation
- Evaluating and designing module templates within the Discipline and critical evaluator of templates from other departments
- I served as a member of the organising committee for the three-day Colloquium on corporal punishment titled: “Corporal Punishment Conversations: Beyond Hopelessness and Helplessness”, held at the University of KwaZulu-Natal, School of Education (Edgewood Campus), 26 -28 September 2018.
- I served as a member of the organising committee for a one-day seminar on Multi-grade teaching titled: “Multi-grade teaching: How do we respond to this school reality?”, held at the University of KwaZulu-Natal, School of Education (Edgewood Campus), 17 October 2019.
- I currently serve as a member of the Teaching and Learning Committee within the School of Education.
- From January 2017 to December 2019, I served as a Discipline leader/coordinator in the Education and Curriculum Studies Discipline. I was leading a Discipline with 12 permanent members of staff and several contract staff (varying numbers depending on the number of modules offered per semester). In this position, I was responsible for all matters relating to the Discipline, such as teaching and learning, staffing, budgeting, dealing with student issues if the matter could not be resolved by the module coordinators; ensuring quality teaching across all undergraduate modules as well as providing support to intermittent contract staff to mention just a few.