Degrees Held
- PhD, University of KwaZulu-Natal, 2014
- MEd, University of Natal, 2003
- BEd Hons, University of Natal, 1996
- BPaed, University of Durban-Westville, 1986
Research Interests
- Teacher Education
- Teacher identities
- Teacher emotions
- Teacher professional development
- Culturally relevant pedagogies
- AI and digital technologies
Teaching Interests & Expertise
- Research Discourses & Methodologies
- Researching Teacher Development
- Teacher Identities and Teacher Change
- Independent Research Project
Awards
- 2023 Academic Staff Excellence Award: Teaching and Assessment
- 2018 Academic Staff Excellence Award: Innovative, Creative, Effective Supervision
- 2018 UCDP Mobility Grant
- 2014 Golden Key International Honour Society
- 2007 UKZN Merit Award
- 2007-2009 NRF Thuthuka Grant
Community Involvement
- (2026), UCDP Mentoring Programme for early career academics.
- (2025-2027), Higher Education Curriculum and Pedagogic Responsiveness in the context of Innovative Artificial Intelligence (AI).
- (2024-2026), Cell Explorer Project. Funded by University of Galway, Ireland.
Selected Publications
- Mthembu, N.A., & Naidoo, J. (in press). ‘Learning creative ways to teach’: Blended learning in the context of the coronavirus pandemic and beyond. International Journal of Educational Development.
- Thamae, M.A., Sibanda, D., & Naidoo, J. (2026). Fostering Critical Reflection in Pre-service Physical Science Teachers: Insights from Video-Based Lesson Analysis in South Africa. Frontiers in Education, https://doi.org/10.3389/feduc.2025.1678808
- Naidoo, J. & Muza, E. (2024). Teachers navigating the sociocultural challenges of teaching sexuality education to South African learners. Health Education Journal, 1-12. https://doi.org/10.1177/00178969241265900
- Muza, E., & Naidoo, J. (2024). ‘We don’t openly discuss these things’: Cultural complexities of teaching about sexuality and HIV/AIDS in South Africa. Culture, Health & Sexuality, 26 (1), 16-29. https://doi.org/10.1080/13691058.2023.2181403
- Sibanda, D. & Naidoo, J. (2023). Gender gaps in mathematics achievement in TIMSS 2015: Evidence from Grade 9 South African learners. African Journal of Research in Mathematics, Science & Technology Education, 27(2), 222-234. https://doi.org/10.1080/18117295.2023.2257968
- Naidoo, J., Pillay, D., & Naicker, I. (2023). Together a catalyst: Learning from our co-creative arts-based inquiry about our teacher selves during the transition to online teaching. International Journal of Qualitative Methods. https://doi.org/10.1177/16094069231180167
- Naidoo, J., Muthukrishna, N. & Nkabinde, R. (2021). The journey into motherhood and schooling: Narratives of teenage mothers in the South African context. International Journal of Inclusive Education, 25(10), 1125-1139. https://doi.org/10.1080/13603116.2019.1600053
- Bertram, C. Mthiyane, C.C.N. 7 Naidoo, J. (2021). The tension between curriculum coverage and quality learning. International Journal of Educational Development, 81, https://doi.org/10.1016/j.ijedudev.2021.102353.
- Naidoo, J. & Sibanda, D. (2020). Examining science performance of South African grade 9 learners in TIMSS 2015 through a gender lens. South African Journal of Education,40(2), 1-10.
- Mthiyane, 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.
- Naidoo, J. & Rule, P. (2016). Teachers’ subjectivities and emotionality in HIV & AIDS teaching. African Journal of AIDS Research, 15(3), 233-241.
- Naidoo, L.; Naidoo, J. & Muthukrishna, N. (2016). Researching the principalship in the African context: A critical literature review. Gender and Behaviour, 14(1), 7126-7147.
- Naidoo, J. & Muthukrishna, N. (2016). Child wellbeing in a rural context: Shifting to a social sustainability lens. South African Journal of Childhood Education, 6(2), http://dx.doi. org/10.4102/sajce.v6i2.458.
- Grossen, D.; Muthukrishna, N. & Naidoo, J. (2016). A comparison of the effects of text-based instruction versus standards-based instruction in the early years. South African Journal of Childhood Education, 6(2), http:// dx.doi.org/10.4102/sajce. v6i2.459.
- Muthukrishna, N., Ramsuran, A., Pennefather, J., Naidoo, J. & Jugmohan, P. (2007). Sense-making frameworks: Dominant, discursive constructions of learners and communities by teachers in the context of intersecting barriers to basic education, Perspectives in Education, 25(1), 31-44.
- Naidoo, J. & Borrero, N. (2024). Tensions and opportunities of teachers ‘learning through crisis’: A tale of two cities, In A. Slapac & C. A. Huertas-Abril (Eds.) Encouraging Transnational Learning through Telecollaboration in Global Teacher Education (pp. 133-151). IGI Global. http://doi.org/10.4018/978-1-6684-7813-4.ch006
- Borerro, N. & Naidoo, J. (2023). Teachers living the curriculum: Culturally Relevant Pedagogy and Action Research. In N. Wahlström & B. Karseth (Eds.) International Encyclopedia of Education, (4th ed.) (pp. 357-362). Contemporary Curriculum and Ways of Knowing. Elsevier.
- Rule, P. & Naidoo, J. (2018). “I have learnt but am still developing”: Masters students’ evolving conceptions of research. In E. Bitzer (Ed). Spaces, journeys and new horizons for postgraduate supervision. Stellenbosch: African Sun Media.
- Naidoo, J. (2018). A narrative approach to study teachers and HIV & AIDS teaching. Sage Research Methods Cases. Sage Publications.
- 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 2013-2017. Johannesburg: Saide.
- Muthukrishna, N.; Morojele, P.; Naidoo, J. & D’amant, A. (2016). Access to Education: Experiences from South Africa. In E.G. Iriarte, R Mcconkey & R. Gilligan (Eds.). Disability and human rights: Global perspectives. New York: Palgrave MacMillan.
- Naidoo, J. (2013). HIV/AIDS pedagogy and teacher emotions: The heart of the matter. In D. Francis (Ed.), Sexuality, society and pedagogy (pp. 45-61). Bloemfontein: Sun Media. https://doi.org/10.18820/9781920382445
- Muthukrishna, N; Ramsuran, A; Pennefather, J; Naidoo, J; Jugmohan, P. (2008). Teachers’ dominant discursive constructions of learners and communities in the context of HIV/AIDS. In A. Muthukrishna (Ed.). Educating for social justice and inclusion in an African context. New York: Nova Science Publishers Inc.
- Moll, I; Welch, T; Naidoo, J. (2004) Curriculum Responsiveness in Programme and Materials Development for Distance Teacher Education. In Griesel, H. (Ed), Curriculum Responsiveness: Case Studies in Higher Education. Pretoria, SAUVCA. ISBN: 0- 62 – 33085 – 6.
Teaching Expertise
- Research Discourses & Methodologies
- Researching Teacher Development
- Teacher Identities and Teacher Change
Guest Lectures/Seminars
- Guest Lecturer at Mauritius Institute of Education: presented Research Seminars and Postgraduate support sessions from 14-16 July 2025
- Guest Lecturer at University of Namibia: presented Research Seminars to Postgraduate students and staff on 21 and 22 May 2024.
- Guest Lecturer on the International Exchange Programme at Chandigarh University in India from 22 September- 3 October 2019.
- Presented a seminar on Research Design and Methodology to MEd and PhD students at Durban University of Technology (Pietermaritzburg campus) in July 2019 & 24 February 2020.
Student Supervision
Graduated MEd students | ||
Name | Title of Thesis | Graduation year |
40. Mseleku, G.P. | Teacher narratives of shifts in their teaching practice in a blended learning environment | 2026 |
39. Ntombela, N. | Narratives of Grade 12 Life Sciences Teachers’ Pedagogical Practices | 2025 |
38. Naidoo, D. | Teachers Learning to Adopt a Blended Learning Approach: Narratives of English Home Language Teachers | 2025 |
37. Fakude, N.N. | Exploring Teacher Identities And Emotions In The Teaching Of Organic Chemistry In Grade 12 Technical Sciences | 2024 |
36. Ndlovu, E.N. | Teaching practices and emotions of senior phase teachers during the COVID-19 pandemic: A case study | 2024 |
35. Mathura, S. | Teaching strategies during the COVID-19 pandemic: Experiences, challenges and opportunities of foundation phase teachers | 2024 |
34. Thwala, I.V.S. | A self-study of my emotions and teaching History Forms 1-5 at a high school in Eswatini: My professional journey | 2023 |
33. Ntshingila, B.C. | Exploring Economic and Management Sciences (EMS) grade 7 teachers’ experiences in the development of formal assessment tasks in Umzinyathi district | 2022 |
32. Simelane, B.H. | Professional supportive conversations as a mentoring approach to improve School Management Teams capacity in their practice of curriculum management | 2022 |
31. Woodraj, A. | Narratives of English Home Language teachers’ personal and professional identities in the UThukela district | 2022 |
30. Odayar, T. | Blended Learning and Flipped Classroom Approaches as Learning Strategies in Electronic Control and Digital Electronics at a Technical and Vocational Education Training Institution | 2022 |
29. Baijnath, P. | Exploring teacher identities and emotions in the teaching of Evolution in Grade 12 Life Sciences | 2021 |
28. Heslop, U. | An exploration of teacher learning of grade 12 Life Sciences teachers in a Professional Learning Community | 2021 |
27. Sanjeevy, M. | Drawing to Learn as an Alternative Teaching Strategy to enhance Interpretation and Understanding of Electrical Drawings | 2021 |
26. Moodliar, S. | For the Love of Teaching: Narratives of Teacher Identity and Teacher Emotion Rooted in Learning Support | 2021 |
25. Campbell, C. | Exploring Teacher Learning in Professional Learning Communities of Adult Education and Training (AET) L4 English Teachers (Co-supervisor: Dr FQB Zulu) | 2021 |
24. Van Blerk, E. | Narratives of teacher learning in adopting a blended approach in a tertiary institution | 2020 |
23. Majola, L. | Teacher learning through collaborative teaching: A case study of a secondary school in Pietermaritzburg | 2019 |
22. Mkhize, T. A. | An exploration of the role of the Advanced Certificate in Education Mathematical Literacy programme in developing teacher knowledge in the Umgungundlovu district (Co-supervisor: Prof. S Bansilal) | 2019 |
21. Jordan, M.M. | An exploration of the role of the Continuous Professional Teacher Development (CPTD) programme, on senior school managers within the Uthekela District | 2019 |
20. Nene, T. | Exploring the role of principals in supporting professional development in school-based professional learning communities | 2019 |
19. Magoso, S. | Exploring collaborative learning of FET Business Studies teachers in one cluster in the Pholela Circuit | 2019 |
18. Rubela, T. | Examining Teacher Learning of Grade 12 Life Sciences teachers in a Professional Learning Community located in the Harry Gwala District | 2019 |
17. Mshengu, J. | Exploring an FET Mathematical Literacy Professional Learning Community (PLC) in Umgungundlovu District as a space that contributes to teacher knowledge | 2019 |
16. Ngema, M. P. | An exploration of professional development experiences of Natural Sciences teachers in Ongoye cluster of Utungulu district | 2019 |
15. Mbatha, Z.S. | Exploring the collaborative learning of senior phase mathematics teachers in 1 + 9 mathematics cluster at Maphumulo Circuit | 2018 |
14. Bhengu, Z. | An exploration of teacher learning in professional learning communities of Mathematical Literacy teachers in Umgungundlovu district | 2018 |
13. Magwanyana, A.X.M. | Examining grade 10 Mathematics teacher learning in one cluster of uMkhambathi circuit | 2018 |
12. Magwanyana, P.P. | Exploring mathematics teacher’s personal and professional identities in the intermediate phase in one primary school in uMkhambathini circuit | 2018 |
11. Magwanyana, T.P. | Exploring teacher learning of FET phase Life Orientation teachers in professional learning communities (PLCs) in one secondary school in the Umkhambathi circuit | 2018 |
10. Majozi, P. | The exploration of grade 10 teacher’s knowledge with regards to practical work in Life Sciences | 2018 |
9. Muza, E. | Experiences of grade 11 Life Sciences and Life Orientation teachers in the teaching of HIV & AIDS Education: A case study of Swayimane ward | 2017 |
8. Cele, T. | An exploration of teacher emotions and curricular change in grade 11 Life Sciences | 2017 |
7. Amod, R.G. | Exploring teacher emotions in relation to curriculum changes in Business Studies grade ten | 2017 |
6. Mdlolo, N.G. | Exploring Physical sciences teachers’ views and understanding of gender equity in Science Education in the KwaZulu-Natal province of South Africa (Co-supervisor: Dr. N Mthiyane) | 2017 |
5. Nundkoomar, M. | An exploration of how on-going curriculum changes affect the emotions of Life Sciences teachers Co-supervisor: Dr. N Mthiyane) | 2016 |
4. Nkabinde, N. | The geographies of schooling for teen mothers in a KwaZulu-Natal school (Co- supervisor: Prof. N Muthukrishna) | 2015 |
3. Moodley, K. | A narrative inquiry into how children experience and negotiate race and race relations in their social spaces (Co- supervisor: Prof. N Muthukrishna) | 2015 |
2. Mpontshane, NB. | Social rights of children in the context of HIV/AIDS: What is the reality in a new democracy in South Africa (Co- supervisor: Prof. N Muthukrishna) | 2008 |
1. Ramiah, P. | Teachers’ dominant discourses of barriers to basic education in the context of HIV/AIDS (Co- supervisor: Prof. N Muthukrishna) | 2006 |
Graduated PhD students | ||
4. Nene, T.W. | Principals of previously disadvantaged schools navigating the challenges of teaching and learning during the COVID- 19 pandemic | 2026 |
3. Mthembu, N. | Teachers and blended learning: Lessons learned and challenges experienced in the context of the COVID-19 pandemic | 2025 |
2. Zebron, S. | Survivors of sexual violence in selected academic institutions in Zimbabwe: Narratives of resilience and recovery | 2025 |
1. Muza. E. | Socio-cultural complexities and their influence on the teaching about HIV & AIDS in Life Orientation in the Further Education and Training phase | 2022 |
Supervision of 31 BEd Hons Independent Research Projects between 2011-2018.
Editorial Board Member
- Perspectives in Education.