- B Arts,
- B Compt,
- BA Honours,
- I have eight years lecturing experience from first year to post-graduate level including Honours, Masters and PhD supervision. I am a head of Commerce Education discipline. I am also an external moderator and examiner of Commerce education modules. I have fifteen years’ experience as Accounting secondary teacher of which six years were as Head of Department (Commerce) and two as a deputy principal.
- Recipient of National Research Foundation (NRF) Grant for PhDTrack in 2011
- Teaching, learning and assessment in Accounting Education, rural education and teacher development.
- Teaching Accounting Education (undergraduate and Honours students)
- Supervising IRP, Masters and PhD in Commerce Education and Assessment in Education.
- Helping Accounting teachers with new topics in the curriculum.
2011 – 2020
- Ngwenya, J.C. & Arek-Bawa, O. (2020) Assessment in textbooks: exploring cognitive demand in first-year Accounting textbooks. South African Journal of High Education, 34(1), 176-196
- Kgari-Masondo, C. & Ngwenya, J. (2020). Lecturers’ reflections on the teaching of social sciences in a multidisciplinary context at a university in South Africa. Reflective Practice International and Multidisciplinary Perspectives, 21(2), 198-209
- Ngwenya, JC. (2019). Accounting teachers’ experiences of providing feedback in a selected rural school in South Africa: possibilities for communal feedback. South African Journal of Education, 39(S2), S1-S12
- Ngwenya, J.C. & Arek-Bawa, O. (2019). Exploring the quality of Grade 12 Accounting Education textbooks. The Journal for Transdisciplinary Research in Southern Africa, 15(1): 1-10.
- Ngwenya, J.C. & Arek-Bawa, O. (2019) Assessment in textbooks: exploring cognitive demand in first-year Accounting textbooks. South African Journal of High Education.
- Ngwenya, JC. (2019). Accounting teachers’ experiences of providing feedback in a selected rural school in South Africa: possibilities for communal feedback. South African Journal of Education.
- Ngwenya, JC and Shange, LML. (2019). Learners’ views on entrepreneurship skills acquired during practical work in Consumer Studies in one secondary school in KwaZulu-Natal. Journal of Consumer Sciences, 47 (1):1-12
- Ngwenya, J.C. & Shange, N.L. (2019). Learners’ views on challenges encountered during practical work in Consumer Studies: A case of one school in KwaZulu-Natal – African Journal of Hospitality, Tourism and Leisure. 8 (1):1-13
- Ngwenya, J.C. (2016).Rural as potential, not pathology: A case of rural Accounting teachers’ practices in South Africa. Journal of Human Ecology, 53(1):39-48
- Ngwenya, J.C. (2014). Accounting Teachers’ Understandings and Practices of teaching and assessment in a context of curriculum change. Alternation, 21(1): 171-190
- Ngwenya, J.C. and Maistry S.M. (2012) Teaching and Assessment in Accounting: An Exploration of Teachers’ Experiences in a Rural KwaZulu-Natal School. Journal of Social Science, 33(1): 21-30
- Ngwenya, J.C. (2010). Moving Towards interactive Formative Assessment. In Dennis Francis, Sechaba Mahlomaholo, Milton Nkoane. PRAXIS towards sustainable empowering learning environments in South Africa. Sun Press. Pp. 27-34
- Ngwenya, J.C. (2013).Teaching and assessment in Accounting: an exploration of teachers’ understandings and practices in a rural KwaZulu-Natal school. Educational Research in South Africa: Practices and Perspectives.