Degrees Held
- Social Science University of Natal (PMB) 1992
- Higher Diploma In Education University of Natal (PMB) 1993
- Ed Honours University of Natal (PMB) 1995
- Ed (Curriculum) University of Natal (PMB) 1999
- PhD University of KwaZulu-Natal 2008
Research Interests
Sociology of knowledge, teacher professional learning, teacher knowledge, curriculum enactment, History curriculum
Teaching Interests
M.Ed Conceptualising teacher development; Proposal Development
B.Ed. Hons Teachers and curriculum, Independent Research Project
PGCE Education Studies 620
Selected Publications
- Daudu, F.E. & Bertram,C. (published online 29 Oct 2025): Pedagogic discourse in Nigerian grade 9 social studies lessons, Pedagogy, Culture & Society, https://doi.org/10.1080/14681366.2025.2579683
- Ntombela, B., Kortjass, M. & Bertram, C. (2025). A teacher’s memories of learning to read at home and school in rural South Africa: Implications for Practice. Educational Research for Social Change, 14 (1), 88-107. DOI: 10.5281/zenodo.15311557
- Martin, M., & Bertram, C. (2024). Pre-service teachers’ learning about inclusive education from an online module. African Journal of Teacher Education and Development, 3(1), 10 pages. https://doi.org/10.4102/ajoted.v3i1.44
- Bertram, C. & Robinson, M. (2024). The contribution of the South African Education Research Association to strengthening education research in South Africa, Journal of Education, 94, 6 – 27. https://doi.org/10.17159/10.17159/2520-9868/i94a01
- Bertram C. &Rusznyak, L. (2024). Navigating tensions in designing a curriculum that prepares preservice teachers for school-based learning, Education as Change 28, 1 -23. https://doi.org/10.25159/1947-9417/14677
- Mxenge, N. & Bertram, C. (2023). Teacher learning and collaboration in a Life Sciences cluster in South Africa. South African Journal of Education, 43 (4), 1 – 9.
- Bertram, C. (2023). A systems approach to understanding novice teachers’ experiences and professional learning. Journal of Education, 90. 11 – 31. doi: http://dx.doi.org/10.17159/2520-9868/i90a01
- Bertram, C. & Mxenge, N. (2023) Performativity, managerial professionalism and the purpose of professional development: a South African case study, Journal of Education Policy, 38(4), 607-624 DOI: 1080/02680939.2022.2110946
- Bertram, C., Johnson, K. & Goldring, D. (2022). Using scaffolding academic literacy practices in tertiary classrooms: a South African case study. Critical Studies in Teaching and Learning (CriSTaL), 10 (1), 165-185.
- Bertram, C. (2022). Reflecting on the nature of Curriculum Inquiry in South Africa 2010 – 2021.Curriculum Perspectives, 42, 71 -76.
- Rusznyak, L. & Bertram, C. (2021). Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning. Journal of Education, 83, 34-53.
- Bertram, C.A., Mthiyane, C.C.N. & Naidoo, J. (2021). The tension between curriculum coverage and quality learning: The experiences of South African teachers, International Journal of Educational Development, 81, https://doi.org/10.1016/j.ijedudev.2021.102353.
- Ajibade, B.A. & Bertram, C. (2020). How district teacher development centres support teachers’ learning: Case studies in KwaZulu-Natal, South Africa. Perspectives in Education, 38 (2), 103 – 117.
- Bertram C. (2020). Remaking history: the pedagogic device and shifting discourses in the South African school history curriculum. Yesterday and Today,23: 1- 28. http://dx.doi.org/10.17159/2223-0386/2020/n23a1
- Kimathi, F.K. & Bertram, C. (2020). Oral language teaching in English as First Additional Language at the foundation phase: a case study of changing practice. Reading & Writing,11(1), a236. https://doi.org/10.4102/rw.v11i1.236
- Zulu, F.Q.B. & Bertram, C. (2019). Collaboration and teacher knowledge in a teacher learning community: A case of mathematics teachers in KwaZulu-Natal province. South African Journal of Higher Education.
- Mthiyane, C.C.N., Naidoo, J. & Bertram, C. (2019). Context matters: Heads of Department’s leadership practices in monitoring and supporting teachers in schools participating in Jika iMfundo. Journal of Education, 75, 65 – 76.
- Christiansen, I.M. & Bertram, C. (2019). Early schooling teachers’ learning from a formal teacher development programme in South Africa.International Journal of Educational Development. 66, 78-87. (Quartile 1)
- Kimathi, F. & Bertram C. (2019). How a professional development programme changes early grades teachers’ literacy. South African Journal of Childhood Education, 9 (11)
- Bertram C. (2019). What is powerful knowledge in school history? Learning from the South African and Rwandan school curriculum documents. The Curriculum Journal. 30 (2), 125-143 (Quartile 1)
- Bharath, P. & Bertram, C. (2018). Analysing historical enquiry in school history textbooks. Perspectives in Education, 36(1), 145-161
- Christiansen, I.M., Bertram, C. & Mukeredzi,T.G (2018). Contexts and concepts: analysing learning tasks in a foundation phase teacher education programme in South Africa, Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2018.1461804 (Quartile 1)
- Mukeredzi, T.G., Bertram, C. & Christiansen, I.M. (2018). Investigating teacher learning from a university programme for Foundation Phase teachers, South African Journal of Childhood Education 8(1), a524.
https:// doi.org/10.4102/sajce. v8i1.524 - Bertram, C. (2016). Recontextualising principles for the selection, sequencing and progression of history knowledge in four school curricula Journal of Education, 60, 27-54.
- Bertram, C., Christiansen, I.M. and Mukeredzi, T.G. (2015). Exploring the complexities of describing foundation phase teachers’ professional knowledge base. South African Journal of Childhood Education, 5(1): 169-19. (lead author)
- Rusznyak, L. & Bertram C. (2015). Knowledge and judgement for assessing student teaching: a cross-institutional analysis of teaching practicum assessment instruments. Journal of Education, 60, 31 – 62. (equal contribution of authors)
- Bertram, C. and Wassermann, J. (2015). South African history textbook research: A review of the scholarly literature. Yesterday and Today.14, 151 -174. (equal contribution of authors)
- Bharath, P. and Bertram, C. (2015). Using genre to describe progression of historical thinking in school history textbooks. Yesterday and Today.14, 76 – 98. (equal contribution of authors)
- Mukeredzi, T., Mthiyane, C.C.N. and Bertram, C. (2015). Becoming professionally qualified: the school-based mentoring experiences of part-time PGCE students. South African Journal of Education, 35 (2).
- Bertram, C. (2014). Shifting discourses and assumptions about teacher learning in South African teacher development policy. Southern African Review of Education. 20 (1), 90 – 108
- Bertram, C., Mthiyane, N and Mukeredzi, T. (2013). ‘It will make me a real teacher’: learning experiences of part time PGCE students in South Africa. International Journal of Educational Development. 33, 448 -456. (lead author) (Journal impact factor: 1.064)
- Bertram, C. (2012). Bernstein’s theory of the pedagogic device as frame to study history curriculum reform in South Africa. Yesterday and Today, 7, 1-22.
- Bertram, C. (2012). Exploring an historical gaze: a language of description for the practice of school history. Journal of Curriculum Studies, 44 (3), 429 -442 (Impact factor 2014: 0.615) (Quartile 1)
- Bertram C. (2011). What does research say about teacher learning and teacher knowledge? : Implications for professional development in South Africa. Journal of Education, 52, 3-26.
- Bertram, C. and Bharath, P. (2011). Specialised knowledge and everyday knowledge in old and new Grade 6 history textbooks. Education as Change.15 (1), 63 -80. (lead author)
- Bertram, C. (2009). Procedural and substantive knowledge: Some implications of an outcomes-based history curriculum in South Africa. Southern African Review of Education, 15 (1), 45 – 62.
- Bertram, C. (2009). Learning and teaching in Grade 10 history classrooms at a time of curriculum reform. Journal of Educational Studies, 8 (3), 111 – 134.
- Hugo, W. and Bertram, C. (2009). Rulers of consciousness: the university and the Pedagogic Device. Critical and Reflective Practice in Education, 1 (1), 1 – 13. (equal contribution of authors)
- Bertram, C. (2008). ‘Doing history?’: Assessment in history classrooms at a time of curriculum reform. Journal of Education, 45,155-177
- Hugo, W., Bertram, C., Green, W. and Naidoo, D. (2008) Bernstein, Bloom and the analysis of pedagogy in South African schools. Journal of Education, 43, 31 – 56. (equal contribution of authors)
- Bertram, C., Wedekind, V. and Muthukrishna, N. (2007) Newly qualified South African teachers: staying or leaving? Perspectives in Education, 25 (2), 77- 90.
- Bertram, C., Appleton, S., Muthukrishna, N. and Wedekind, V. (2006) The career plans of newly qualified South African teachers. South African Journal of Education, 26 (1) 1-13. (lead author)
- Bertram, C. (2006) Knowledge, pedagogy and assessment in the old and new FET History curriculum documents. Education as Change, 10 (2), 33-51
- Bertram, C. (2006) Exploring teachers’ reading competences: a South African case study. Open Learning 21(1), 5 – 18 (2014 Scopus Impact factor 0.538).
- Bertram C. (2003) “Students doing it for themselves”: the role of informal study groups in a mixed mode teacher education programme. South African Journal for Higher Education, 17 (3).
- Bertram, C. (2003) Moving towards massification: Reflections on a mixed-mode teacher education programme.. Perspectives in Education, 21 (2).
- Harley, K., Mattson, L., Bertram, C., Barasa, F. and Pillay, K. (2000) The Real and the Ideal: Teacher Roles and Competences in South African Policy and Practice. International Journal of Educational Development, 20 (4), 287-304. (Journal impact factor: 1.064) (Quartile 1)
- Bertram, C. (2021). The recontextualising logics of four post-colonial African school history curriculum documents. In D. Bentrovato & J. Wassermann (eds.) Teaching and Learning History in Contemporary Africa. Experiences and Perspectives from Africa and Beyond (pp. 15-44). Brill Sense.
- Mthiyane, N., Naidoo, J. & Bertram, C. (2018). Balancing monitoring and support: The role of HODs in curriculum coverage. In Learning about sustainable change in education in South Africa: the Jika iMfundo campaign 2013-201 Johannesburg: Saide.
- Bertram, C. (2015). Analogy but no disanalogy: the case of urban slums. In Hugo, W. (ed.), Conceptual integration and educational analysis. Pretoria: HSRC Press
- Bertram, C, & Hugo, W. (2008). Social justice through epistemological access: a tale of two schools. In Muthukrishna, N. (Ed.), Educating for social justice and inclusion: pathways and transitions. New York: Nova Science
- Thomson, C. and Bertram, C. (2005). Tutor learning, student learning: the B. Ed Hons programme at the University of KwaZulu-Natal. In T. Welch and Y. Reed (eds.), Designing and delivering distance education: Quality criteria and case studies from South Africa. Nadeosa: Johannesburg. 138 – 150. (equal contribution of authors)
- Bertram, C. (2003). Exploring informal student study groups in a South African Teacher Education Programme. in A. Tait and R. Mills (eds.), Rethinking Learner support in Distance Education. Routledge Falmer: London.
Working Papers
Hoadley, U., Wills, G., Bertram, C. & van der Berg, S. (2025). Schooling and learning? How South African students get through high school despite low academic outcomes in the early grades. RESEP Working paper 08/25. Department of Economics, Stellenbosch University. WP08_25_Carol-Bertram-et-al-Schooling-and-learning.pdf
Community Involvements
2024-2025 Developing a tertiary level course of Reading to Learn for academics. This involved working with a team to develop materials and assessment tasks.
Teaching Expertise
Research methods, proposal development, teacher professional development, curriculum studies
Student Supervision
Name | Title of thesis (Coursework thesis, unless otherwise stated) | Grad date |
51. Naidoo, Y. | Improving my teaching of reading in English Home Language in grade 3: An Action Research study | 2025 |
50. Adam, C. | Scaffolding learners’ reading for meaning in Mathematical Literacy. | 2025 |
49. Ntshontsho, KP | Graduated interns’ experiences of a school-based internship programme in a private boys’ school (full thesis) | 2025 |
47.Tembe, TN | A case study of professional learning of novice teachers in a rural tourism cluster | 2025 |
46.Mazeka, SBM | The impact of external monitoring on teachers’ work and teachers’ identities in high schools | 2024 |
45. Madondo, JTS | A case study exploring professional learning of isiZulu first additional language teachers in quintile five schools. | 2024 |
44. Dlamini, TC | The agency of Grade 10 English First Additional Language educators when teaching literature in rural schools | 2024 |
43. Ndengezi, BC. | Enacting the literacy recovery curriculum in Grade 1: An Action research study. | 2024 |
42. Naik, N. | Understanding induction and mentoring experiences of novice teachers | 2024 |
41.Jacobs, L. | Teachers’ professional relationships during the COVID-19 pandemic: A case study of a primary school | 2023 |
40.Dladla, NBC | Exploring how the Reading to Learn pedagogy can support Grade 4 learners’ reading comprehension in Life skills | 2023 |
39.B T Ncayiyana | A mixed method study exploring induction experiences of novice teachers | 2022 |
38.SP Mchunu | Monitoring curriculum coverage: Foundation Phase teachers’ experiences of using the Jika Imfundo tracking tools | 2022 |
37.CW Mapala | An analysis of Social Studies teachers’ pedagogy in selected secondary schools in Malawi (full thesis) | 2022 |
36.KE Gamede | An exploration of Intermediate Phase English First Additional Language teacher learning through the use of PILO toolkits to improve curriculum coverage: A case study of three primary schools in the King Cetshwayo District. (co-supervisor: Dr CCN Mthiyane) | 2021 |
35.Dlomo, TD | The role of principals in school-based teacher professional development in three secondary schools (co supervisor: Dr FQB Zulu) | 2021 |
34.Lushaba, L. | Exploring grade 3 teachers’ writing instructional practices in response to the Department of Basic Education programmes. | 2021 |
33.Zondi, TM. | Teacher professional learning: A case study of a History cluster. | 2021 |
32.Majeza, O. | Exploring the pedagogical content knowledge of FET mathematics teachers. | 2020 |
31.Hyde, B. | Exploring the nature of the mentoring in an internship Programme. A case study of a private Secondary School | 2020 |
30.Nadas, L. | A case study exploring the pedagogical content knowledge of Intermediate Phase mathematics teachers | 2020 |
29.Shange, LPP | Exploring the role of the District Teacher Development Centre in supporting teachers’ professional learning | 2019 |
28.Mnguni, N | Exploring the role of Peacedale District Teacher Development Centre in supporting teachers’ professional learning | 2019 |
27.Thwala NPN | Exploring how a District Teacher Development Centre supports teachers’ professional learning: a case study in Phumelela district | 2019 |
26.Shange, N. | Exploring the role of Sunshine District Teacher Development Centre in supporting teachers’ professional learning | 2019 |
25.Hlabisa, S. | Exploring the role of Ngotsha District Teacher Development Centre in supporting teachers’ professional learning | 2019 |
24.Ngwenya, X. | An exploration of the influence of the Matric Intervention Programme on the professional identity of local and lead teachers. | 2019 |
23.Mahlaba, L. | An exploration of three rural teachers’ practices on the use of English as a Language of Learning and Teaching (LOLT) when teaching Geography. | 2018 |
22.Makhathini, N
| Exploring teacher learning from the Reading to Learn Project – A case study of Foundation Phase Teachers at Sisipho Primary School in UMgungundlovu District | 2018 |
21.Nzama, T
| An investigation of teacher learning from the Reading to Learn Project: A case study of Foundation Phase teachers at Lancelot Primary School in UMkhanyakude District | 2018 |
20.Ntombela, B.
| Exploring teacher learning from the Reading to Learn (RtL) programme of teacher professional development | 2018 |
19.Kwela, N. | Exploring teacher learning from the Reading to Learn project: A case study of Ridge park Primary School | 2018 |
18.Myende, SSS | An exploration of clusters as Teacher Learning Communities for Grade 12 Geography teachers in the Inland Circuit | 2016 |
17.Msomi, DM | An exploration of teacher learning in grade 12 history professional development workshops | 2016 |
16.Chetty. S. | Exploring theory and practice in the National Certificate Vocational (NCV) in the Automotive Repair and Maintenance (ARM) course (full thesis) | 2016 |
15.Makwara, V. | Exploring teacher learning through the construction and use of teaching resources in an Advanced Certificate in Teaching (ACT) programme at the University of KwaZulu-Natal (Co-supervisor Dr TG Mukeredzi) | 2015 |
14.Govender, S | A case study of informal learning of Foundation Phase teachers | 2015 |
13.Laban, M. | Teaching Shakespeare: Exploring the PCK and beliefs of teachers of English | 2015 |
12.Mcaba, S. | Exploring the knowledge base of Foundation Phase teachers regarding the teaching of language (co-supervisor Dr TA Mbatha) | 2014 |
11.Nkosi, C. | Exploring the quality of the SANBI teacher development workshops | 2014 |
10.Rawhani, V. | An analysis of the values in the Foundation Phase of the South African curriculum and their application in workbooks (full thesis) | 2013 |
9.Mutereko, P. | Learning to Teach: The Experiences of Part – Time Post Graduate Certificate in Education Students | 2013 |
8.Naidoo, M. | Curriculum reform and teacher identity: narratives of experienced teachers’ engagement with curriculum reform | 2012 |
7.Kortjass, D. | A Post-Graduate Certificate in Education programme as preparation for Foundation Phase teachers. The experiences of novice teachers in KwaZulu-Natal primary schools (Co-supervisor Ms. R. Searle) | 2012 |
6.Pramonney, S | A case of informal teacher learning in a secondary school. | 2011 |
5.Thaver, K. | Are teachers lifelong learners? A case study on informal learning in a suburban high school | 2011 |
4.Bharath, P. | A knowledge representation of Gr 6 history textbooks before and after 1994 | 2010 |
3.Ngubeni, T.D | A Knowledge Representation in the Grade 12 Geography Textbooks | 2010 |
2.Zulu, F.Q.B | Teacher learning in the context of educational reform: a study of Economics teachers (Co-supervisor: Dr V. Mcube) | 2010 |
1.Mkholo, B.S.M | Assessment in FET Life Sciences: An analysis of assessment tasks in three selected school in the Mpumalanga province (Co-supervisor: Dr ER Dempster) | 2010 |
9.Ncayiyana, B | Novice teachers’ professional learning through mentoring relationships | In progress |
8.Agoke, W. | Enactment of the Supported Teaching in Schools policy: A case study of two Colleges of Education in Ghana | In progress |
7.Daudu F.E. | Teachers’ pedagogic practices: A case study of the enactment of the Nigerian upper basic Social Studies Curriculum. | 2024 |
6.B. Ntombela | Using the Reading to Learn methodology to teach isiZulu reading in a grade three class: A teacher’s self-study (Co-supervisor: Dr Makie Kortjas) | 2023 |
5.K. Jawahar | A semantic gravity perspective on South African school chemistry curriculum alignment (Co-supervisor Dr D. Sibanda) | 2021 |
4.Mxenge, N. | An exploration of teacher learning in a Life Sciences cluster | 2019 |
3.Kimathi, F | Professional learning of Foundation phase teachers in the Advanced Certificate in Teaching (ACT) programme | 2017 |
2.Zulu, FQB | Teacher learning: A case study of two teacher learning communities in KwaZulu-Natal (Co-supervisor Dr TG Mukeredzi) | 2017 |
1.Bharath, P. | An investigation into how Social Science textbooks develop progression in historical thinking. | 2016 |