| ‘You are a male teacher but you have a woman’s heart’: Foundation phase teachers negotiating identities in South Africa V Msiza Education 3-13 48 (6), 651-660, 2020 | 14 | 2020 |
| “Sausage Factory, in and out”: Lecturers’ Experiences of Assessing in an Era of Massification in a Teacher Education Institution V Msiza, B Ndhlovu, N Raseroka Educational Research for Social Change 9 (0), 45-57, 2020 | 11 | 2020 |
| The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket N Mbatha, V Msiza, N Ndlovu, T Zondi Educational Research for Social Change 9 (0), 31-44, 2020 | 10 | 2020 |
| ‘I don’t like them coming to me and saying hey, I like you’: Male teachers in relegated positions of masculinity V Msiza Agenda 34 (2), 86-93, 2020 | 9 | 2020 |
| The use of peer assessment at a time of massification: Lecturers' perceptions in a teacher education institution V Msiza, T Zondi, L Couch Journal of Education (University of KwaZulu-Natal), 47-64, 2020 | 9 | 2020 |
| Room32: an academic oasis for our informal conversations to enhance teaching and learning N Ndlovu, V Msiza, N Mbatha International Journal for Academic Development 26 (3), 378-382, 2021 | 6 | 2021 |
| Redefining our Identities through Social Cohesion: A Poetic Inquiry of Early Career Academics in a Teacher Education Institution. N Mbatha, V Msiza, N Ndlovu Alternation 28 (2), 2021 | 6 | 2021 |
| Masculinity and Foundation Phase Teaching: Exploring the Identities of Male Teachers in Mpumalanga Schools V Msiza University of KwaZulu-Natal, Edgewood, 2016 | 6 | 2016 |
| Developing a supervisor identity through experiential learning: Narratives of three novice academics working in a South African University S Blose, V Msiza, F Chiororo Journal of Education (University of KwaZulu-Natal), 28-43, 2021 | 5 | 2021 |
| South African male Foundation Phase teachers distancing from homosexuality V Msiza Oxford Research Encyclopedia of Education, 2022 | 4 | 2022 |
| Finding Humanity, Finding Ourselves V Msiza, N Mbatha, N Ndlovu Re/humanizing Education 74, 210, 2022 | 3 | 2022 |
| Troubling gender norms: Reflections of two male early childhood teacher educators V Msiza, O Kagola African Journal of Career Development 5 (1), 7, 2023 | 1 | 2023 |
| Masculinity and care: Narratives of male foundation phase teachers in Mpumalanga province V Msiza University of KwaZulu-Natal, Edgewood, 2022 | 1 | 2022 |
| Mapping a model for peer assessment: Narratives of academics in a South African Teacher Education Institution V Msiza, N Mbatha, T Zondi Creating effective teaching and learning spaces: Shaping futures and …, 2021 | 1 | 2021 |
| Reimagining Comprehensive Sexuality Education: Reflections From Teacher-Educators V Msiza, N Ndlovu Journal of Educational Studies 2021 (si1), 212-228, 2021 | 1 | 2021 |
| COVID-19 and Currere: Looking Back and Going Forward N Ndlovu, N Mbatha, V Msiza | 1 | 2020 |
| Male Teachers’ Perceptions of Gender Equality in the Foundation Phase V Msiza Journal of Research in Childhood Education, 1-10, 2024 | | 2024 |
| Embracing liminality: academic development for early career academics within a community of practice N Ndlovu, N Mbatha, V Msiza International Journal for Academic Development 29 (2), 269-282, 2024 | | 2024 |
| When nature calls: How male teachers negotiate gender and care work in early childhood education V Msiza Gendered and Sexual Norms in Global South Early Childhood Education, 125-143, 2024 | | 2024 |
| Transitioning Between Spaces: An Intersectional Account of how We are Becoming Academics V Msiza, N Mbatha, N Ndlovu Educational Research for Social Change 12 (2), 15-27, 2023 | | 2023 |
Nosipho Bele-MbathaUniversity of Kwa-Zulu Natal在 ukzn.ac.za 的电子邮件经过验证
