Department of Curriculum and Instructional Studies

Prof MC Maphalala

College of Education
School of Teacher Education
Department: Curriculum and Instructional Studies
Professor
Tel: 012 429 4897
E-mail: emaphamc@unisa.ac.za

Qualifications

  • D.Ed in Curriculum Studies

NRF Rating

C2

Currently teaching

  • RCE2601 (Research & Critical Reasoning)

Fields of academic interests

  • Teacher Education
  • Self-directed Learning
  • Blended Learning
  • Scholarship of Teaching and Learning
  • Assessment

Field of Specialisation

  • Curriculum Studies

Books

Books

  • Booyse C, Du Plessis E, Maphalala M.C (2019) Curriculum Studies in Context 4th Edition; ISBN: 9780627037481; ePub ISBN: 9780627037498; Van Schaik Publishers
  • Booyse C, Du Plessis E, Maphalala M.C (2019) Curriculum Studies in Context (UNISA Edition) ePub; eISBN: 9780627037511; Van Schaik Publishers

Edited books

  • Maphalala MC & Mphahlele RS (2023) Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the Twenty-First Century; Brill Publisher, ISBN: 978-90-04-54343-0
  • Mphahlele RS & Maphalala MC (2023) Contextualising Rural Education in South African Schools ;Brill Publisher, ISBN: 978-90-04-54343-0
  • van der Westhuizen C, Maphalala MC, Bailey R (2022) Blended learning environments to foster self-directed learning- OASIS Publishing. https://books.aosis.co.za/index.php/ob/catalog/book/366: ISSN; 2707-1537
  • Maphalala MC (2016) Teaching and Learning Strategies in South Africa. – ISBN: 978-147-370-91-95, Cengage Learning EMEA publishers
  • Weinstein E, Rosen E, Snowman J, McCow R, Maphalala MC and Tabane R (2016) Educational Psychology and teaching Children about Health in South Africa (2016) – ISBN: 1473709180, Cengage Learning EMEA publishers

Published Book Chapters

  • Maphalala, M. C., & Kutame, A. P. (2023). Reimaging curriculum delivery in secondary schools post-covid-19: Implications for school effectiveness. In Makoelle, T.M; Mestry, R & Du Plessis, P (2023) Schools Effectiveness and Schools Improvement in South Africa: A Guide for School Leaders, (395-408) Cambridge Scholars Publishing, ISBN (13) 978-1-5275-2518-4
  • Maphalala MC, Govender SA & Khumalo NP (2023) The Role of the School Management Team in the Management and Monitoring of the Curriculum in King Cetshwayo Secondary Schools; In Maphalala MC & Mphahlele RS (2023) Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the Twenty-First Century (10-24) Brill Publisher, ISBN: 978-90-04-54343-0
  • Maphalala MC and Ngubane S (2023) Curriculum Management for Inclusion of Diverse Learners in South African Secondary Schools, In Maphalala MC & Mphahlele RS (2023) Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the Twenty-First Century (152-168) Brill Publisher, ISBN: 978-90-04-54343-0
  • Mncube DW, Ngema TN & Maphalala MC (2023) Exploring the Impact of Educational Intervention Programmes to Improve Curriculum Delivery at King Cetshwayo District Schools; In Maphalala MC & Mphahlele RS (2023) Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the Twenty-First Century (44-62) Brill Publisher, ISBN: 978-90-04-54343-0
  • Ndaba NH, Maphalala M.C and Ngubane PB (2023) The Participation of Rural School Teachers in Continuing Professional Teacher Development: Enablers and Constraints; In Maphalala MC & Mphahlele RS (2023) Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the Twenty-First Century (77-97) Brill Publisher, ISBN: 978-90-04-54343-0
  • Maphalala MC, Kutame AP, Khumalo PN, Mhlongo HR & Govender SA (2023) Reflections on Rural Education and Rural Realities; In Mphahlele RS & Maphalala MC (2023) Contextualising Rural Education in South African Schools (34-49) Brill Publisher, ISBN: 978-90-04-54702-5
  • Maphalala MC, Kutame AP, Khumalo NP & Buthelezi AB (2023) The Perspective of Teachers on Parental Involvement in Rural Education; In Mphahlele RS & Maphalala MC (2023) Contextualising Rural Education in South African Schools (244–257) Brill Publisher, ISBN: 978-90-04-54702-5
  • Maphalala MC & Khumalo NP (2023) Revisiting South African Intervention Programmes to Enhance Rural Education; In Mphahlele RS & Maphalala MC (2023) Contextualising Rural Education in South African Schools (312–326) Brill Publisher, ISBN: 978-90-04-54702-5
  • Maphalala, MC, Ralarala, MK & Mpofu, N. 2022. Staffing South African Public Universities. In Review of Higher   Education in South Africa Twenty-five years into democracy (134-150). Council on Higher Education. Available here https://www.che.ac.za/sites/default/files/flipbooks/2023/che_review/index.html
  • Maphalala MC & Mahlaba SC (2022) Blended learning as a catalyst for self-directed learning in universities amid the COVID-19 pandemic: Fourth-year students' experiences. In van der Westhuizen C, Maphalala MC, Bailey R (2022) Blended learning environments to foster self-directed learning (99-123). OASIS Publishing. https://books.aosis.co.za/index.php/ob/catalog/book/366: ISSN; 2707-1537
  • Maphalala, M. C., & Khumalo, N. P. (2021). Curriculum Management in KZN Rural High Schools: Enablers and Constraints. In A. Mawela, M. van Wyk, L. Lebeloane, & A. Mudau (Ed.), Investigating the Roles of School Management Teams in Curriculum Delivery (pp. 1-14). IGI Global. http://doi:10.4018/978-1-7998-7168-2.ch001: ISBN; 9781799871682
  • Mpofu, N and Maphalala, MC. 2021. Teaching English for Academic Purposes in teacher education: examples from South Africa, in Pedagogies in English for Academic Purpose: Teaching and Learning in International Contexts, edited by C. MacDiarmid and J. J MacDonald. UK: Bloomsbury Publishing: pp 78-96.  Available at: https://www.bloomsbury.com/uk/pedagogies-in-english-for-academic-purposes-9781350164819/: ISBN 9781350164826
  • Mpofu, N.  & Maphalala, M.C. 2019. Giving homework, in ABC for Beginner Teachers Practical Guidelines for Novice Teachers, edited by R. Evans and P.  Biccard. Pretoria: Juta and Company: 123–127. Available at: https://juta.co.za/print/catalog/Product/3788
  • Maphalala MC (2018) Managing the Curriculum.  In Buthelezi AB & Wolhuter CC, Signposts for School Management and Leadership (pp.199-215) Noordbrug: Keurkopie.
  • Maphalala MC, Khumalo NP, Buthelezi AB, Mabusela MS, Gamede BT, Sibaya DC & Nzima DR (2018) Lessons learnt through Jika iMfundo programme in managing school curriculum in King Cetshwayo district: The Programme to Improve Learning Outcomes (PILO). In Christie P and Monyokolo M, (Eds). (2018). Learning about sustainable change in education in South Africa: The Jika iMfundo campaign 2015-2017(pp.136-158) Saide: Johannesburg.
  • Maphalala M.C. (2016) Discovery learning strategy. In Maphalala MC, Teaching and Learning Strategies in South Africa (pp.83-89) London: Cengage Learning EMEA publishers.
  • Maphalala MC (2016) Effective classroom management In Maphalala MC, Teaching and Learning Strategies in South Africa (pp.105-114) London: Cengage Learning EMEA publishers
  • Maphalala MC and van den Berg G (2016) Learning, Teaching and Support Materials (LTSM) In Maphalala MC, Teaching and Learning Strategies in South Africa (pp.117-125) London: Cengage Learning EMEA publishers 978-147-370-91-95
  • Ganga E. and Maphalala M.C. (2016) Contributions of constructivism to teaching and learning. In Maphalala MC, Teaching and Learning Strategies in South Africa (pp.43-54) London: Cengage Learning EMEA publishers
  • Maphalala M.C. (2016) Assessment in the classroom, In Maphalala MC, Teaching and Learning Strategies in South Africa (pp.127-139) London: Cengage Learning EMEA publishers
  • Maphalala M.C. (2016) Bloom’s taxonomy and implications for teacher preparation. In C. Okeke, M. van Wyk, C. C. Wolhuter, O.E, Learn to Teach: A Handbook for Teaching Practice (pp.92-107) Cape Town: Oxford University Press Southern Africa. ISBN: 9780190411794
  • Gasa VG, Mafora P and Maphalala M.C. (2015). The literature review. In Okeke C and van Wyk M, Educational Research: An African approach (pp.133-147). Cape Town: Oxford University Press Southern Africa.
  • Ganga E and Maphalala, M.C. (2015). The questionnaire approach. In Okeke C and van Wyk M, Educational Research: An African approach (pp.316-334). Cape Town: Oxford University Press Southern Africa.
  • Gumbo MT and Maphalala M.C. (2015) The focus group discussion method. In Okeke C and van Wyk M, Educational Research: An African approach (pp.336-353). Cape Town: Oxford University Press Southern Africa.

Journal articles

Edited Journals

  • The Dynamics of Violence in South African Schools, Journal of Sociology and Social Anthropology, Vol 5(1) Vusi Mncube and Mncedisi Maphalala (Guest Editors, Special Issue)
  • Teaching Practice and Teaching Methodologies: International Journal of Educational Sciences Vol 5(2): 123-13 (Prof MJ Dreyer and Prof MC Maphalala, Guest Editors, Special Issue)

Journal Articles

  • Maphalala, MC & Mpofu, N (2023): Experiences of South African Academics Moving from Contact to Emergency Remote Teaching: Lessons for the Future. International Journal of Innovative Technologies in Social Science. 4(40)  https://doi.org/10.31435/rsglobal_ijitss/30122023/8084
  • Mmakola, S., & Maphalala, M. C. (2023). Blended Teaching and Learning In South African Secondary Schools in the Post-Covid-19 Pandemic Era. International Journal of Innovative Technologies in Social Science, (4 (40).  https://doi.org/10.31435/rsglobal_ijitss/30122023/8084
  • Ajani, O. A., & Maphalala, M. C. (2023). Online Learning Environments in Higher Education: Nexus Between Self-Directed Learning and Learning Attainment in Students’ Online Learning Engagement. International Journal of Social Science Research and Review, 6(11), 349-367.
  • Maphalala, M. C., & Ajani, O. A. (2023). The Covid-19 Pandemic: Shifting from Conventional Classroom Learning to Online Learning in South Africa’s Higher Education. International Journal of Innovative Technologies in Social Science, (2 (38).
  • Maphalala, M. C., Mncube, D. W. & Mkhasibe, R. G. & (2022). South African Secondary School Discussions on Digital Learning and Pandemic Preparedness, International Journal of Higher Education,11(6), 18-27. URL: https://doi.org/10.5430/ijhe.v11n6p18
  • Tshabalala, M.G., Chibisa, A, & Maphalala, M.C. (2022) The Extent to Which Pre-Service Teachers Use Moodle to Enhance Learning”. Progressio: South African Journal for Open and Distance Learning Practice 41 (1):1-23. https://doi.org/10.25159/2663-5895/6715
  • Adigun, O. T., D. R. Nzima, M. C. Maphalala, and N. D. Ndwandwe. (2022). “COVID-19 and Learners with Disabilities: Towards Divergent Praxis in Teacher Preparation for Equity and Epistemic Justice”. South African Journal of Higher Education 36 (4), 225-42. https://doi.org/10.20853/36-4-5178.
  • Maphalala, M. C., Mkhasibe, R. G. & Mncube, D. W. (2021). Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic, Research in Social Sciences and Technology, 6(2), 233-248.https://doi.org/10.46303/ressat.2021.25
  • Maphalala, MC.; Khumalo, N.P & Khumalo P,N (2021): Student teachers’ experiences of the emergency transition to online learning during the Covid-19 lockdown at a South African university, Perspectives in Education.39 (3):30-43: DOI: http://dx.doi.org/10.18820/2519593X/pie.v39.i3.4
  • Maphalala, M. C. & Adigun, O.T. (2021). Covid-19 and Teacher Preparation for Learners with Disabilities: The Need for Divergent Praxis, Psychology And Education Journal, 58(5), 5228-5240 http://psychologyandeducation.net/pae/index.php/pae/article/view/6396/5481
  • Chibisa, A., Tshabalala, M.G & Maphalala, MC. (2021) Pre-Service Teachers’ Computer Self-Efficacy and the Use of Computers, International Journal of Learning, Teaching and Educational Research, 20 (11): 325-345. http://ijlter.org/index.php/ijlter/article/download/4460/pdf
  • Dlamini P.N, & Maphalala, MC. (2021) The challenges faced by teachers when incorporating chess into the curriculum in King Cetshwayo District primary schools. International Journal of Innovation, Creativity and Change; Volume 15 (10), 744-759.
  • Ngema T.N, & Maphalala, MC. (2021) The enablers and constraints of learner progression in the teaching and learning at South African schools: A teachers' perspective. Journal of Educational Studies. 20 (1) 130-150
  • Mpofu, N. & Maphalala, MC. (2021): Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools: Journal of Language and Education 7 (2), 189-203: https://doi.org/10.17323/jle.2021.11644
  • Kubheka Z. & Maphalala, MC. (2021) The Hospitality Students’ Experiences with Work-integrated Learning in TVET Colleges. International Journal of Innovation, Creativity and Change; Volume 15 (10),33-49.
  • Sikhakhane, M., Govender, S., & Maphalala, M.C. (2021). The extent of South African schools’ preparedness to counteract 4IR challenges: learners’ perspectives. Journal of e-Learning and Knowledge Society, 17(1), 1-9. https://doi.org/10.20368/1971-8829/1135265
  • Mncube, D.W, Ngema T.N, & Maphalala, MC. (2021) Supervision of Curriculum in the Era of Covid-19 in Primary Schools: School Management Teams’ Experiences, International Journal of Innovation, Creativity and Change; Volume 15 (9)141-158 https://www.ijicc.net/images/Vol_15/Iss_9/15928_Mncube_2021_E1_R.pdf
  • Lawrence KC. & Maphalala, MC.  (2021): Opportunities for social justice in the curriculum and pedagogical practices in higher education institution spaces in South Africa; Curriculum Perspectives. https://doi.org/10.1007/s41297-021-00140
  • Mpofu, N. & Maphalala, MC.  (2021): English language skills for disciplinary purposes: What practices are used to prepare student teachers? South African Journal of Education, (41)1,1-9, https://doi.org/10.15700/saje.v41n1a1867
  • Sikhakhane, M; Govender, S.A & Maphalala, M.C (2021) South African Teachers’ Perspectives on Using the Computer as a Tool for Teaching and Learning; International Journal of Education and Practice, (9)1, 93-104, http://www.conscientiabeam.com/pdf-files/art/61/IJEP20219(1)93-104.pdf
  • Mpofu, N. & Maphalala, MC.  (2020) Pedagogical Practices Involved in Integrating English Language Skills in Subject-Specific Learning: A Case of High School Teachers;(8)4, 664-675, http://www.conscientiabeam.com/pdf-files/art/61/IJEP20208(4)695-704.pdf
  • Sikhakhane, M; Govender, S.A & Maphalala, M.C (2020) Investigating Pedagogical Paradigm Shift in the 21st Century Teaching and Learning in South African Secondary Schools; International Journal of Education and Practice, (8)4,705-719, http://www.conscientiabeam.com/pdf-files/art/61/IJEP20208(4)705-719.pdf
  • Olaniran, S.O. & Maphalala, M.C. (2020) Rethinking Technological Learning Spaces for Effective Teaching and Learning in Higher Education Institutions: A Perspective from South Africa; International Journal of Education and Practice, (8)4, 695-704., http://www.conscientiabeam.com/pdf-files/art/61/IJEP20208(4)695-704.pdf
  • Mkhasibe, R.G; Khumatake, R.; Olaniran, S.O. & Maphalala, M.C. (2020) Availability of And Access to Learning and Teaching Support Materials in Teaching the Accounting Component of Economic and Management Sciences; International Journal of Sciences and Research; (76)12/1,118-132; DOI: 10.21506/j.ponte.2020.12.8
  • Maphalala, M. C. & Mpofu, N. (2020). Examining first-year students’ experience of being tutored: A South African case study. Issues in Educational Research, 30(3), 1025-1039. http://www.iier.org.au/iier30/maphalala.pdf
  • Maphalala, M. C. & Adigun, O.T. (2020). Academics’ Experience of Implementing E Learning in a South African Higher Education Institution. International Journal of Higher Education,10 (1),1-13. file:///C:/Users/mapha/Downloads/18971-64638-1-SM.pdf
  • Mpofu, N. & Maphalala, MC.  (2020) What counts as disciplinary literacies instructional approaches in teacher education? The Journal for Transdisciplinary Research in Southern Africa, 16 (1): 1-8. https://doi.org/10.4102/td.v16i1.728
  • Ajani, O; Khumalo, N; Maphalala, MC and Govender, S (2020) Stakeholders’ Support for Large Scale Assessment in Schools: A Case of Annual National Assessment (ANA) in South African Schools; The Journal of Social Sciences Research, Vol. 6 (103-113) ISSN(e): 2411-9458, ISSN(p): 2413-6670. https://arpgweb.com/pdf-files/jssr6(1)103-113.pdf
  • Magaya S & Maphalala, MC. (2020) The Quality of Primary School Teacher Training in HIV/AIDS Pedagogy in Manicaland Province, Zimbabwe. International Journal of Educational Development in Africa (IJEDA) 5 (1) 1-21
  • Olaniran, S.O., Maphalala, M.C., & Nzima, D.R. (2019). Disabilities Among Youths in Open and Distance Learning: Context, Concerns and Propositions, Youth Voice Journal, Vol 9. ISSN (online): 2969
  • Khumalo, N.D.F, Maphalala M.C & Govender S. (2019) Teachers' Perspectives on the implementation of Annual National Assessment (ANA) in South African Primary Schools. Gender & Behaviour, 17 (1): 12569-12582
  • Maphalala, M.C. & Mpofu, N., 2018. Exploring the Teachers’ Experiences of Implementing a High School Curriculum: A South Africa View:  Journal of Educational Studies 17(1) 2018:57-75
  • Maphalala, M.C. & Mpofu, N., 2018. Exploring the E-Learning Experiences of Academic Staff at a South African University. Progressio: South African Journal for Open and Distance Learning Practice, 40 (1): 109-125. DOI: https://doi.org/10.25159/0256-8853/4710 . Available at: https://upjournals.co.za/index.php/Progressio
  • Mpofu, N. & Maphalala, M.C., 2018. A comprehensive model for assessing student teachers’ professional competence through an integrated curriculum approach. The Journal for Transdisciplinary Research in Southern Africa 14(2);1-9.DOI: https://doi.org/10.4102/td.v14i2.486  Available at: https://td-sa.net/index.php/td/article/view/486/831
  • Maphalala, M.C. and Mpofu, N., 2018. Embedding values in the South African curriculum: By design or default? South African Journal of Education, 38(3): 1–11. DOI: https://doi.org/10.15700/saje.v38n3a1437  Available at: http://www.sajournalofeducation.co.za/index.php/saje/article/view/1437
  • Mhlongo HR, Pillay P & Maphalala MC (2018) The experiences of the Further Education and Training (FET) phase learners involved in a programme for developing writing skills, Journal of Gender, Information and Development in Africa (JGIDA), Vol 15 (1):139-154.
  • Khumalo NP & Maphalala MC (2018) Students’ perspectives on the role played academic literacy in the Higher Education curriculum, Journal of Gender, Information and Development in Africa (JGIDA), Vol 15 (1):155-173.
  • Khumalo PN & Maphalala MC (2018) The experiences of pre-service teachers in implementing formative assessment during teaching practice, Journal of Gender, Information and Development in Africa (JGIDA), Vol 7 (1): 279-308
  • Mkhasibe RG, Maphalala MC & Nzima, DR.  (2018) Perceptions of Subject Mentors of Pre-Service Teachers’ Readiness to Teach Economics and Management Sciences in the Development of South Africa, Journal of Gender, Information and Development in Africa (JGIDA), Vol 7 (2):241-259).
  • Maphalala, M.C. & Mpofu, N. 2017. Reflections on the supervision of postgraduate research: the students' voices in an Open Distance Learning (ODL) context. Progressio: South African Journal for Open and Distance Learning Practice, 39 (1): 109-125. DOI: https://doi.org/10.25159/0256-8853/2888. Available at: https://upjournals.co.za/index.php/Progressio
  • Maphalala (2017) The classrooms as learning communities, The Independent Journal of Teaching and Learning, Vol 12 (1):20-29
  • Maphalala MC and Mpofu N (2017) Are we there yet? A literature study of the challenges of women academic in institutions of higher education, Gender and Behaviour, Vol 15 (2):9331-9341
  • Mpofu N and Maphalala MC (2017) Fostering critical thinking in initial teacher education curriculum: A comprehensive literature review, Gender and Behaviour, Vol 15 (2): 9342-9354
  • Maphalala MC and Mpofu N (2017) Assessing Multiple Intelligences (MI) Through the South African Curriculum and Assessment Policy Statement, The Online Journal of New Horizons in Education, Vol 7 (2):46-53
  • Maphalala M.C & DW Mncube D.W (2017) Standardised Testing in South Africa: The Annual National Assessments under the Microscope, Gender and Behaviour, Vol 15 (4): 10321- 10333
  • Maphalala M.C & Dhlamini J.J (2017) Standardized testing: A case of Annual National Assessments in South African primary schools, Gender and Behaviour, Vol 15 (4): 10334 – 10346
  • Maphalala M.C (2017) Embracing Ubuntu in managing effective classrooms, Gender and Behaviour, Vol 15 (4): 10237- 10249
  • Maphalala MC and Mpofu N (2017) Reflections on the Supervision of Postgraduate Research: The Students’ Voices in an Open Distance Learning (ODL) Context, Progressio, Vol 39 (1): 109–125
  • Mpofu, N. & Maphalala, M.C. 2017. Fostering critical thinking in initial teacher education curriculums: A comprehensive literature review. Gender and Behaviour, 15(2):9342–9351. Available at: https://hdl.handle.net/10520/EJC-b41be80a7
  • Maphalala MC (2016) The Impact of Ukuthwala on the Schooling and Livelihood of a Girl Child: A Case of the eMangwaneni Tribe in Bergville, KwaZulu-Natal, Journal of Sociology and Social Anthropology, Vol 7(3): 149-159
  • Maphalala MC (2014) The Consequences of School Violence for Female Learners, Journal of Sociology and Social Anthropology, Vol 5(1): 29-36, ISSN 0976-6634
  • Maphalala MC & Mabunda PL (2014) Gangsterism: Internal and external factors associated with school violence in selected Western Cape high schools, Journal of Sociology and Social Anthropology, Vol 5(1): 61-70, ISSN 0976-6634
  • Maphalala MC (2013) Understanding the Role of Mentor Teachers during Teaching Practice Session, International Journal of Educational Sciences, Vol 5(2): 123-130 ISSN 0975-1122
  • Ngidi D, Sibaya PT, Sibaya D.C, Khuzwayo HB, Maphalala MC and Ngwenya N (2010) Evaluation of the Effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme, South African Journal of Education (2010) Vol 30:27-39 ISSN: 0256-0100

Paper presentations

International papers presented

  • Maphalala, MC (2022): Embedding Self-Directed Learning in A Blended Learning Environment in Higher Education. Paper presented at the International Conference on Educational Technology and Online Learning (ICETOL), 23-26 June 2021.
  • Maphalala, MC.; Khumalo, N.P & Khumalo P.N (2021): Student teachers’ experiences of the emergency transition to online learning during the Covid-19 lockdown at a South African university. Paper presented at the International Conference on Educational Technology and Online Learning (ICETOL), 22-24 September 2021.
  • Maphalala, MC and Mahlaba, S.C (2021) Blended learning as a catalyst for self-directed learning in universities amid the COVID-19 pandemic: Fourth-year students' experiences. Paper presented at the International Conference on Educational Technology and Online Learning (ICETOL), 22-24 September 2021.
  • Mpofu, N. & Maphalala, MC. 2019. The conscious and unconscious dimension of EAP: a case of initial teacher education. Paper presented at British Association of Lecturers in English for Academic Purposes (BALEAP) at University of Leeds, Leeds, United Kingdom 12-14 April, 2019.
  • Maphalala, M.C. 2018. Experiences of doctoral students in an integrated research supervision model (IRSM). ISERD – 388th International Conference on Education and E-Learning (ICEEL) “15th-16th June 2018” in New Delhi, India
  • Khumalo, N.P & Maphalala, M.C. 2017. Conceptualization and teaching of academic literacy in higher education institutions: a case of student teachers in three KwaZulu Natal universities. Paper presented at the 44th Southern African Society for Education (SASE) Annual International Conference held at University of Botswana, Gaborone (Phakalane) Golf Estate, 03-06 October 2017.
  • Kutame, AP; Maphalala, M.C. & Sibaya, D.C 2017. Mental health promotion of principals in rural secondary schools: echoes of rural realities. Paper presented at the 44th Southern African Society for Education (SASE) Annual International Conference held at University of Botswana, Gaborone (Phakalane) Golf Estate, 03-06 October 2017.
  • Maphalala, M.C. & Mpofu, N.N 2017. Towards a comprehensive model to evaluate teaching practice. Paper presented at the 44th Southern African Society for Education (SASE) Annual International Conference held at University of Botswana, Gaborone (Phakalane) Golf Estate, 03-06 October 2017.
  • Maphalala, M.C. 2014. Recognition of Prior Learning: In Pursuit of Crediting Informal Learning for Access, Redress and Skills Development, Paper presented at the Paper presented at Hong Kong International Conference on Education, Psychology and Society (HKICEPS) held at Regal Airport Hotel, Hong Kong 29-31 December 2014
  • Maphalala, M.C. 2013.The Manifestation of Occupational Stress in the Teaching Profession: The Unheeded Voices of Teachers Paper presented at Hong Kong International Conference On Education, Psychology and Society (HKICEPS) held at Regal Airport Hotel, Hong Kong 19-21 December 2013
  • Maphalala, M.C. & Nzama M.V 2013. The Proliferation of Cell Phones in High Schools: The Implications for the Teaching and Learning Process, Paper presented at the 41st Southern African Society for Education (SASE) Annual International Conference held at University of Namibia in Swakopmund Hotel and Entertainment Centre from 07 – 09 October 2014.
  • Maphalala, M.C. 2013. Understanding the Role of Mentor Teachers during Teaching Practice Session, Paper presented at the International Journal of Arts & Sciences (IJAS) Conference held at Kungresszentrum, Congress center, Bad Hofgastein, Tauernplatz 1 Bad Hofgastein, Austria 17-21 June 2013.
  • Ganga, E & Maphalala, M.C. 2012. Cognitive Learning: A Life-Line Challenge for Orphans and Vulnerable Children in Child-Headed Households in Chimanimani district, Zimbabwe: A paper presented at the 1st Annual International Interdisciplinary Conference, held at the Catholic University of Eastern Africa (CUEA), June 26-30, 2012, Nairobi, Kenya,
  • Maphalala, M.C. 2012.Conceptualization of Service-Learning as an Educational Approach in the Curriculum: A Case Study, Paper presented at the Hawaii International Conference on Education (HICE) held at Hilton Hawaiian Village Waikiki Beach Resort, Honolulu, Hawaii USA, 05-08 January 2012

National/Local papers presented

  • Nkwanyana, T.R & Maphalala, MC. (2023) Exploring Curriculum Monitoring and Evaluation Practices: Implication for teaching and Learning in High Schools; 7th UNIZULU Teaching & Learning Conference, held at Premier Hotel, Richardsbay, KwaZulu-Natal from 18-20 October 2023
  • Mthethwa, G.O & Maphalala, MC. (2023) Formative Assessment Practices: Re-shaping Teacher Development in Modern Education; 7th UNIZULU Teaching & Learning Conference, held at Premier Hotel, Richardsbay, KwaZulu-Natal from 18-20 October 2023
  • Maphalala, MC. (2023) The Role of Self-Directed Learning in Enhancing Student Agency in Higher Education; 47th Southern African Society for Education Annual International Conference held at Khoroni Hotel, Limpopo South Africa, 4th – 6th October 2023.
  • Maphalala, MC & Mtshali LP (2023) Knowing, Doing and Transforming: Supporting Student Success at Durban University of Technology, Siyaphumelela Network Conference 2023, held from 27-30 June 2023 @The Wanderers Club: 21 North Street, Illovo, Johannesburg
  • Kubheka Z. & Maphalala, MC. (2023) The Lecturers’ Perspective on TVET Work-integrated Learning’s Contribution to the Employability of Hospitality Students; EASA 2023 Conference, held from 8 – 11 January 2023 at the Century City Hotel & Conference Centre, Cape Town, South Africa.
  • Khumalo, PN & Maphalala .2022. 10th. Paper presented at the 10th Teacher Education and Interdisciplinary Research Conference, held at The Ranch Resort (Protea Hotel by Marriott), Limpopo from 04-07 April 2022.
  • Maphalala, MC; Mkhasibe, RG & Mncube, DW. 2022. Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic. Paper presented at the 10th Teacher Education and Interdisciplinary Research Conference, held at The Ranch Resort (Protea Hotel by Marriott), Limpopo from 04-07 April 2022.
  • Maphalala, MC. & Mpofu, N. 2021. Exploring the strategies used to prepare student teachers to integrate "English Across the Curriculum strategy in South African universities. Paper presented at SALALS Virtual Conference 2021), 20-23 September 2021.
  • Sikhakhane, M., Govender, S., & Maphalala, M.C. 2021. The extent of South African schools’ preparedness to counteract 4IR challenges: learners’ perspectives. Paper presented at the South African Education Research Association (SAERA). From 11-14 November 2021.
  • Verster, M., Geduld, B. & Maphalala, MC. 2021. Teachers’ mindfulness as an imperative for self-directed curriculum as praxis: A conceptual argument. Paper presented at the 4th International Self-Directed Learning (SDL) Conference, 11-14 November 2021. 
  •  Maphalala, MC. & Mpofu, N. 2021. Experiences of South African academics moving from contact to emergency remote teaching: a case of a South African university. Paper presented at the National Association of Distance Education and Open Learning in South Africa (NADEOSA) Conference hosted by the University of the Free State, Bloemfontein, South Africa, 11-13 May 2021.
  • Maphalala, M.C 2019. Postgraduate students’ experiences with the Integrated Research Supervision Model (IRSM) as an alternative supervision practice in higher education.
  •  Paper presented at 46th Southern African Society for Education 46th Annual International Conference held at East London International Convention Centre (ELICC) Eastern Cape, South Africa, 25th – 27th October 2019.
  • Dlamini, N.P & Maphalala, M.C 2019. Teachers’ perspectives about the incorporation of chess into the school curriculum: A case of the Tsogo Sun Moves for Life Programme. Paper presented at 46th Southern African Society for Education 46th Annual International Conference held at East London International Convention Centre (ELICC) Eastern Cape, South Africa, 25th – 27th October 2019.
  • Ngema, T.N & Maphalala, M.C 2019. Evaluating factors that constrain curriculum delivery in King Cetshwayo high schools - teachers' Perspectives. Paper presented at 46th Southern African Society for Education 46th Annual International Conference held at East London International Convention Centre (ELICC) Eastern Cape, South Africa, 25th – 27th October 2019.
  • Khumalo, P.N & Maphalala, M.C 2019. Understanding preservice teachers’ conceptions and practices of assessment in the Initial Teacher Education (ITE) Programme. Paper presented at 46th Southern African Society for Education 46th Annual International Conference held at East London International Convention Centre (ELICC) Eastern Cape, South Africa, 25th – 27th October 2019.
  • Khumalo, N.P & Maphalala, M.C 2019. Benefits of Academic Literacy Module in Higher Education Institutions: Students’ Perspectives. Paper presented at 46th Southern African Society for Education 46th Annual International Conference held at East London International Convention Centre (ELICC) Eastern Cape, South Africa, 25th – 27th October 2019.
  • Maphalala, M.C. 2018.  Enhancing undergraduate student’s academic success through tutoring in higher education: The Students’ perspectives. Paper presented at the 45th Southern African Society for Education (SASE) Annual International Conference held at Cape Peninsula University of Technology Lagoon Beach Hotel Cape Town, South Africa, 3rd – 5th October 2018.
  • Khumalo, N.P & Maphalala, M.C. 2018.  Teaching Academic Literacy in Higher Education Institutions: Lecture’s voices. Paper presented at the 45th Southern African Society for Education (SASE) Annual International Conference held at Cape Peninsula University of Technology Lagoon Beach Hotel Cape Town, South Africa, 3rd – 5th October 2018.
  • Khumalo, N.D.F & Maphalala, M.C. & Govender, S. 2018.  Influence of annual national assessments on teaching and learning: a case study in king Cetshwayo District primary schools. Paper presented at the 45th Southern African Society for Education (SASE) Annual International Conference held at Cape Peninsula University of Technology Lagoon Beach Hotel Cape Town, South Africa, 3rd – 5th October 2018.
  • Khumalo, P.N & Maphalala, M.C. 2018.  The experiences of pre-service teachers in implementing formative assessment: A case study of a South African University. Paper presented at the 45th Southern African Society for Education (SASE) Annual International Conference held at Cape Peninsula University of Technology Lagoon Beach Hotel Cape Town, South Africa, 3rd – 5th October 2018.
  • Maphalala, M.C.; Kutame, A.P & Kapueja, I.S. 2017. Reflections on rural education and rural realities: Multidisciplinary Conference held at University of Zululand, KwaZulu Natal, Richardsbay (Waterfront Hotel), 05 May 2017.
  • Kutame, A. P; Khumalo, N. P; Maphalala, M.C. & Sibaya, D.C. 2016.Is rurality the culprit? Identifying the causes of poor performance in rural secondary schools. Paper presented at the 43rd Southern African Society for Education (SASE) Annual International Conference held at University of Zululand, KwaZulu Natal, Richardsbay (Premier Hotel), 28-30 September 2016.
  • Maphalala, M.C. 2016. Zooming in on the Annual National Assessments in South African primary schools: Paper presented at the 43rd Southern African Society for Education (SASE) Annual International Conference held at University of Zululand, KwaZulu Natal, Richardsbay (Premier Hotel), 28-30 September 2016.
  • Maphalala, M.C. 2013. Reflections on the supervision of postgraduate research: the students’ voices in an open distance learning (ODL) context A paper presented at the Ist South African Education Research Association (SAERA) conference, held at Klein Kariba. 28-30 January 2013, Bela-Bela (Limpopo)
  • Maphalala, M.C. 2012. Consequences of School Violence on Female Learners, South African Comparative and History of Education Society (SACHES) Tuesday, 30 October 2012 to Thursday, 01 November 2012, Summerstrand Hotel, Port Elizabeth.
  • Maphalala, M.C. 2012. The role of Teaching Practice in the Initiation of Student Teachers into the Teaching Profession: A Student’s Perspective in an Open and Distance Learning (ODL)Context, EASA Conference, Nelson Mandela Metropolitan University (Mpekweni Beach Resort) 17 – 20 January 2012, East London
  • Maila, N.W; van Wyk, M.M & Maphalala, M.C. 2011. Learning to Become a Professional Teacher: Reflections on ODL Teaching Practice, Paper presented at Teacher Education at a Distance Conference held at the University of South Africa Sanibonani Lodge, Hazyview – Mpumalanga,10 -12 October 2011.
  • Modipa, F.P & Maphalala, M.C. 2011. Teacher Education at the cross roads: the government ‘s call of more teachers, better teachers, Competence versus Personal Qualities Paper presented at the 38th Southern African Society for Education (SASE) Annual International Conference held at Central University of Technology, Free State, Bloemfontein (President Hotel), 06-08 October 2011.
  • Nkonyane, V.A & Maphalala, M.C. 2011. A (Bio) Socio-Ecosystemic Response to the Problem of Learner Attrition: A Case for Ubuntu Paper presented at the 38th Southern African Society for Education (SASE) Annual International Conference held at Central University of Technology, Free State, Bloemfontein (President Hotel), 06-08 October 2011.
  • Maphalala, M.C. 2011. Understanding the Role of Mentor Teachers during Teaching Practice Session, Paper presented at the 38th Southern African Society for Education (SASE) Annual International Conference held at Central University of Technology, Bloemfontein (President Hotel), 01-03 October 2011.
  • Maphalala, M.C. & Ngidi, D.P. 2009. Evaluation of the effectiveness of the 360-credit National Professional Diploma in Education (NPDE) programme. Paper presented at the 36th Southern African Society for Education (SASE) Annual International Conference held at Walter Sisulu University, East London (Premier Hotel: King David), 01-03 October 2009. Presenters: MC Maphalala & Prof DP Ngidi (Published in the SAJE)
  • Maphalala, M.C. 2008. The Experiences of student educators during teaching practice sessions in schools. Paper presented at the ‘Teacher Education at a Distance’ conference held at the University of South Africa on 01-03 October 2008, Unisa Muckleneuk campus, Tshwane
  • Maphalala, M.C. 2007. A study of parental involvement with a focus on low and high achieving learners. Paper presented at the 34th Southern African Society for Education (SASE) Annual International Conference held at the University of Limpopo, Polokwane (The Ranch: Protea Hotel), 45-06 October 2007.
  • Maphalala, M.C. & Ngidi, DP. 2006.Educator’s experiences in implementing the Revised National Curriculum Statement in the GET band. Paper presented at the 33rd Southern African Society for Education (SASE) Annual International Conference held at the University of South Africa, Pretoria (Manhattan Hotel), 05-07 October 2006.

Professional positions, fellowships & awards

  • Visiting Professor at the University of North Dakota (College of Education & Human Development, June 2015 – August 2015)
  • Extraordinary Research Fellow: Research Unit: Self-Directed Learning (North-West University)
  • C2 NRF Rated Researcher
  • Faculty Researcher of the year 2018 with 4.50 units for the Senior researchers’ category & Top four most productive researchers in the University who are not full-time researchers (University of Zululand)
  • National Research Foundation Community Engagement Grant Holder 2019-2021: CE Ref: Reference: CEC180524334685; Grant No: 116284
  • Principal researcher for SAIDE Commissioned research: Research project entitled: ‘Lessons Learnt through Jika iMfundo Programme in Managing School Curriculum in King Cetshwayo District: The Programme to Improve Learning Outcomes (PILO)’

Projects

  • Towards Innovative Ways of Managing Curriculum in Rural Secondary Schools in the 21st Century”. I led this NRF-funded project whose overall aim was to develop a capacity-building community-based model for secondary school principals’ curriculum management strategies and provide innovative curriculum management strategies for positive learning and teaching environment in a rural context. The project brought together 20 differentiated schools (10 KZN & 10 in Limpopo) with a view to collaboratively engage with and learn from each other. There was a mix of schools that are regarded as ‘well performing’ in the project where these share their management activities and strategies with those from schools regarded as ‘poor performing. Two edited books emanated from the project.
  • Maphalala, MC, Ralarala, MK & Mpofu, N. 2022. Staffing South African Public Universities. In Review of Higher   Education in South Africa Twenty-five years into democracy (134-150). Commissioned by Council on Higher Education. Available here https://www.che.ac.za/sites/default/files/flipbooks/2023/che_review/index.html

Other

Print and Online Media Engagement

Radio interviews 

  • Maphalala, M.C. 19 November 2019. The shortage of suitably qualified teachers in South Africa, Ukhozi FM, Ezanamuhla Current Affairs Programme, interviewed by Dumisani Ndimande, Listenership: Est. 7.6 million listeners a week in 2019
  • Maphalala, M.C. 07 January 2020. Analysis of 2019 Matric Results, Ukhozi FM, Ezanamuhla Current Affairs Programme, Listenership: Est.7.6 million listeners a week in 2019
  • Maphalala, M.C. 07 January 2020. Analysis of 2019 Matric Results, Ligwalagwala FM, Tiphuma-Impunga Current Affairs, interviewed by Ephraim Mabilane, Listenership: Est. 1.1 million listeners a week in 2019
  • Maphalala, M.C. 11 January 2020. Is the matric pass rate a national obsession? Ukhozi FM, Ezanamuhla Current Affairs Programme, interviewed by Dumisani Ndimande, Listenership: 7.6 million listeners a week in 2019
  • Maphalala, M.C. 13 January 2020. Is the call by COSAS to urgently scrap of IEB examinations justifiable? Ligwalagwala FM, Tiphuma-Impunga Current Affairs Programme, interviewed by Ephraim Mabilane, Listenership: Est.1.1 million listeners a week in 2019
  • Maphalala, M.C. 01 June 2020. Homeschooling in South Africa amid Covid 19, Ligwalagwala FM, Tiphuma-Impunga Current Affairs Programme, interviewed by Given Mahlalela, Listenership: Est.1.1 million listeners a week in 2019
  • Maphalala, M.C. 09 September 2020. UN Policy Brief: Education during COVID-19 and beyond:  23.8 million children and youth (from pre-primary to tertiary) may drop out or not have access to school in 2021 due to the pandemic’s economic impact alone. Ukhozi FM, Ezanamuhla Current Affairs Programme, interviewed by Zimbili Mazibuko, Listenership: Est.7.6 million listeners a week in 2019
  • Maphalala, M.C. 05 May 2021. The impact of rotational school attendance in South African education system; Ligwalagwala FM, Letiphuma Embiteni Current Affairs Programme, interviewed by Vusi Shongwe, Listenership: Est.1.1 million listeners a week in 2021
  • Maphalala, M.C. 28 July 2021. Can teachers work from home in the misdst of Covid 19 pandemi?; Ligwalagwala FM, Letiphuma Embiteni Current Affairs Programme, interviewed by Sibusiso Mahlalela, Listenership: Est.1.1 million listeners a week in 2021
  • Maphalala, M.C. 08 September 2022. International Literacy Day: What strides have been made in South Africa?, Ligwalagwala FM, Letiphuma Embiteni Current Affairs Programme, interviewed by Fortunate Nkambule, Listenership: Est.1.3 million listeners a week in 2022
  • Maphalala, M.C. 18 May 2023. The Progress in International Reading Literacy Study (PIRLS) results: 81% of South Africa’s grade 4 children could not read for meaning in any language in 2021, Ligwalagwala FM, Tiphuma-Impunga Current Affairs Programme, interviewed by Sindisiwe Mlangeni, Listenership: Est.1.4 million listeners a week in 2023.
  • Maphalala, M.C. 14 January 2024. The Pros and Cons of taking a gap year upon Matric completion. Ligwalagwala FM, 14 January 2024, 6h14, Interviewed by Given Mahlalela