Short CV

I hold a PhD in Education. I have worked as an educator and Head of the Science Department. I have also worked as a lecturer at a College of Education as well as a University of Technology. I am a Senior Lecturer and Head of the Educational and Professional Studies Department. I have presented research papers at conferences in South Africa and internationally. I am currently supervising Master's and Doctoral students. I am registered with the South African Council for Educators.

Areas of Expertise

• •Mathematics Student Teaching and Learning
• •Micro Teaching
• •Teaching Practicum

Publications

• •Thabane R. (2024). Mentoring to Enhance Student Teachers’ Self-Efficacy for E-portfolio Development During Teaching Practice. The Asian Conference on Education 2023: Official Conference Proceedings. ISSN: 2186-5892. https://doi.org/10.22492/issn.2186-5892.2024.123
• •Majola, MN., Setlalentoa, W & Thabane, RW. (2024). Implementation of coaching leadership style by principals to enhance learner success. E-Journal of Humanities, Arts and Social Sciences. Vol 5(13): 2141-2151. https://noyam.org/journals/ehass/
• •Mokone, V.M., Palmer, J.M. & Thabane, R. 2022. Self-efficacy and the novice teacher: Optimizing transformative leadership for quality learning. Proceedings of the 15th International Conference on Educational Research. Thailand: Faculty of Education, Khon Kaen University.
• •Tebe-teba, N.C., Thabane, R.W. & Makura, A. 2021. The Perceptions Of A School Principal And Teachers Regarding Formal Education At A Rural Primary School In Lesotho. Proceedings of EDULEARN21 Conference, 5th-6th July 2021. ISBN: 978-84-09-31267-2
• •Teba-teba, N.C. & Thabane, R.W. 2021. The Influence Of Parental Involvement In Formal Education: Case Study Of Mohale’s Hoek District High School In Lesotho. Proceedings of EDULEARN21 Conference, 5th-6th July 2021. ISBN: 978-84-09-31267-2

Presented Conferences, Seminars, Workshops

• •Thabane, R.W., 2019. Negotiating the transition from high school mathematics to teacher education mathematics at a University of Technology in South Africa: Perceptions of first-year students and lecturers. Paper presented at the 12th International Conference on Educational Research, 25–27 September 2019, Khon Kaen University, Thailand.
• •Thabane, R.W., 2019. Enhancing Micro-Teaching Through the Incorporation of Lesson Study: Perceptions of initial teacher education mathematics students at CUT. International Conference on Education and New Developments 2019 Proceedings, July 2019, Porto, Portugal. InScience Press, pg. 163–167. ISBN: 978-989-54312-6-7
• •Thabane, R.W. 2018. Student teacher – mentor teacher conflict as experienced by Central University of Technology final year BEd FET student teachers during teaching practicum. Proceedings of the 11th International Conference on Educational Research, 8–11 September 2018, Khon Kaen University, Thailand. ISBN: 978-616-438-310-4
• •Thabane, R.W. 2018. Student Teachers’ Perceptions About Mentor Teachers’ Functional Capacity During Teaching Practice: A Case Study at the Central University of Technology in South Africa. Proceedings of the 11th International Conference on Educational Research, 8–11 September 2018, Khon Kaen University, Thailand. ISBN: 978-616-438-310-4
• •Thabane, R.W., 2018. The role teaching practicum on the professional development of mathematics student teachers from Central University of Technology, Free State. International Conference on Education and New Developments 2018 Proceedings, June 2018, Budapest, Hungary. InScience Press, pg. 70–74. ISBN: 978-989-99864-8-0