Dr Valencia Tshinompheni Mabalane

Overview

Dr Valencia Mabalane is a lecturer in the department of Education and Curriculum Studies (ECS) in the faculty of education. Her PhD focus is on Teacher Identity. Specializes in History education and assessment. She has written several papers on training of preservice teachers, identity, Work Integrated Learning and the use of technology in teaching preservice teachers. She has supervised Postgraduate students from Honours to PHD and currently the coordinator of the 4th year Bed methodology. Dr Mabalane is a member of various Education and History education bodies and has presented papers both nationally and internationally on various topics within teaching and learning. She has published in nationally and international journals. Her fields of interest are Scholarship of teaching and learning, History education, Teacher Education, Technology integration and Social Justice. ResearchGate Undergraduate modules: Teaching Methodology and Practicum 3 and 4: History Methodology ang Practicum: FET History, Teaching Studies 2B - Assessment. Postgraduate Supervision: Successfully supervised 8 Masters students. Currently supervising 2 PHD students and 8 Masters students Committees: Teaching and Learning Committee, Transformation Committee Publications: Smit, B., Fritz, E. Mabalane, V. (2010). Conversation of teachers: In search of professional identity in a contested space. Australian Educational Researcher, Vol.37, No.2, pp.93-106. Modiba, M. and Mabalane, V. (2015): Learning to teach History: reflections on how student-teachers practised the skill of introduction in micro-teaching. 59th ICET World Assembly Proceedings. Msimanga, RM., Mabalane, VT., Ramaila, SM., Ramdhany, V. (2021). Postgraduate Certificate in Education student teachers’ perceptions about Communities of Practice at schools: Work integrated learning reflections. International Journal of Higher Education Vol. 10, No. 5; 2021 Mabalane, VT. (2021). The use of online discussion board and blog to enhance History Student Teachers’ Work Integrated Learning (WIL) (2021). Yesterday and Today: DOI: http://dx.doi.org/10.17159/2223-0386/2021/n25a3 Mabalane, VT. (2021). Work integrated learning (WIL) enrichment and intervention programme for student teachers: Response to covi-19. International Journal of Higher Education, Vol. 11, 1 (2022). Khethwa, NR and Mabalane VT. (2021). The Impact of Curriculum Changes and Covid 19 Amendments on History Teachers’ Professional Identity. Interchange Journal Maseko N and Mabalane VT (2021). Exploring Parental and Caregiver experiences about sexuality and understanding of their adolescents with disabilities. Journal of Education Studies (Special Issue: 2021). Frazenburg, U and Mabalane VT. (2022)Teachers’ experiences in contextualising the CAPS Curriculum Life Skills in Intermediate Phase classrooms in the Johannesburg North region. Mediterranean Journal of Social Sciences, vol. 13 No. 4 July 2022. Book Chapter: Mabalane, VT & Gimberg, G: Raising and educating children with disabilities In M.D. Magano & U. Ramnarain U (eds.): Education for the 21st century. Publisher: Pearson.