- B.Ed Hons (Summa cum laude)
- Masters in Education
I am a lecturer in Early Childhood Education at the University of KwaZulu-Natal, School of Education. I have previously worked in Curriculum and Education Studies discipline and still supervise postgraduate students in curriculum studies. My research interests include; men and masculinities in early childhood education, the experiences of early-career academics (ECAs) and assessment in education. I have presented in several national and international conferences, and I was a visiting scholar at Teachers College, Columbia University in New York City in early 2020. I am an external examiner for dissertations and a moderator for various Universities in the country, and a peer reviewer for both local and international journals.
- Men and masculinities in early childhood education
- Theorising the experiences/concept of early career academics through Self-reflexive methodologies
- Assessment in education/early childhood specifically peer assessment
- The sociology of Early childhood education
- Early childhood education (Child development and Life skills)
- Curriculum and Assessment in education/early childhood
- Msiza, V. (forthcoming). South African Male Foundation Phase Teachers Distancing from Homosexuality. In C. Mayo (Ed.), Gender and Sexuality. New York, NY: Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.ORE_EDU-01367.R1
- Blose, S., Msiza, V., & Chiororo, F. (forthcoming). Developing a supervisor identity through experiential learning: Narratives of three interdisciplinary novice academics working in a South African University, Journal of Education (University of KwaZulu-Natal, 1-20
- Msiza, V., Zondi, T., & Couch, L. (2020). The use of peer assessment at a time of massification: Lecturers’ perceptions in a teacher education institution. Journal of Education (University of KwaZulu-Natal), (79), 47-64.
- Mbatha, N., Msiza, V., Ndlovu, N., & Zondi, T.(2020). The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket. Educational Research for Social Change, 9(0), 31-44.
- Msiza, V., Ndhlovu, B., & Raseroka, N. (2020). ” Sausage Factory, in and out”: Lecturers’ Experiences of Assessing in an Era of Massification in a Teacher Education Institution. Educational Research for Social Change, 9(0), 45-57.
- Msiza, V. (2020). ‘I don’t like them coming to me and saying hey, I like you’: Male teachers in relegated positions of masculinity. Agenda, 34(2), 86-93.
- Msiza, V. (2020). ‘You are a male teacher but you have a woman’s heart’: Foundation phase teachers negotiating identities in South Africa. Education 3-13, 48(6), 651-660.
- Mtshweni N. Exploring teachers’ experiences in using formative assessment strategies in foundation phase (isiNdebele) home language within Kwaggafontein East Circuit. Full research
- Mkhize S. Exploring male teachers experiences of teaching young learners in the foundation phase (Grade R-3): A case of Zulu men. Coursework Dissertation (Co-supervision with Prof T Msibi)
- Buthelezi P. Exploring Teachers’ Experiences In Implementing Natural Sciences Curriculum And Assessment Policy Statement In Grade Nine: A Case Study Of Five Schools Within Umlazi District. Coursework Dissertation
- Involved in teaching Edgewood students on using Endnote.
- Cluster representative in the school community engagement committee