- Doctor of Philosophy Curriculum Studies, University of KwaZulu-Natal 2021
- Master of Education in Curriculum Studies, University of KwaZulu-Natal 2015
- Bachelor of Education in Early Childhood Development, University of KwaZulu-Natal 2015.
- Bachelor of Honours in Educational psychology, University of KwaZulu-Natal 2014.
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., & Ndlovu, N. (2021). Reimagining comprehensive sexuality education: Reflections from teacher educators. Journal of educational studies. 21(si1). 212-228.
- Mbatha, N., Msiza, V., & Ndlovu, N. (2021). Redefining our identities through social cohesion: a poetic inquiry of early career academics in a teacher education institution. Alternation. 28(2). 11-37.
- Ndlovu, N., Msiza, V. & Mbatha, N. (2021). Room32, an academic oasis for our informal conversations to enhance teaching and learning. International Journal for Academic Development. 26(3),378-382.
- 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.
- Online and/ or hybrid teaching.
- Innovative and multiple ways of assessment.
- Curriculum Planning and implementation.
- Interactive methods of teaching.
- Ms Xoliswa Buthelezi (2022) Dyslexic learners in the intermediate phase: Literature review on teacher’s experiences in South Africa.
- Ms Nokwabela Qwabe (2022)Exploring the challenges and opportunities presented by Covid-19 crisis in rural South African high schools.
- Mr Siduduzo Qwabe (2021) Understanding the formative assessment practices: A desktop study on primary schools.
- Ms Angelbatch Ndlovu (2021) Exploring the formative assessment practices in primary mathematics.
- Mrs Christina Naidoo (2020) Exploring the assessment shift in South African basic education: from apartheid to Covid-19 era.
- Ms Nthabiseng Raseroka (2019) Assessing large classrooms in higher education: exploring lecturer’s assessment practices at a South Africa University.
- Mr Welcome Ngwabe (2019) Geography final year students’ experiences of formative assessment in map work.
- Ms Sibahle Msomi (2019) Students’ perceptions of a decolonised assessment practice in a teacher education institution.
- Ms Arthi Maharaj (2019) Final year students experiences of Teaching Practice assessments in a teacher education institution.
- Ms Phakamile Mazibuko (2019) Exploring pre-service teachers’ experiences of peer assessment at a selected teacher education institution in KZN.
- Mr Siphamandla Msweli (2018) Online assessment in higher education: Exploring the experiences of final year students in one South African University.
- Ms Londiwe Couch (2017) Exploring the use of Peer-Assessment by lecturers’ at a South African Higher Education Institution.
- Involved in teaching Edgewood students on using Endnote.
- Cluster representative in the school community engagement committee