Dr Tafirenyika Mafugu, Durban University of Technology, South Africa
Based on Dr. Tafirenyika Mafugu’s extensive qualifications and achievements, he appears to be a strong candidate for the Best Researcher Award.
Publication profile
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Academic Qualifications š
Dr. Mafugu holds a PhD in Science Education from the University of Fort Hare (2018), a MED in Science Education from the University of Zimbabwe (2009), and a BSc with majors in Biological Science and Biochemistry, and minors in Chemistry and Mathematics from the University of Zimbabwe (1996). His diverse educational background underpins his deep expertise in science education and related fields.
Professional Experience š«
Dr. Mafugu has a robust teaching and research career. He is currently a Senior Lecturer in Science Education at Durban University of Technology (2024). Previously, he served as a Senior Lecturer at the University of Free State (2019-2023) and as a Chemistry and Life Science teacher in various institutions from 1997 to 2019. His extensive experience across different educational levels demonstrates his broad impact on science education.
Research Activities š
Dr. Mafugu has an impressive record of research and publication. His work spans various topics, including online teaching strategies, STEM education, and science design skills. He has published numerous articles in well-regarded journals, with several papers accepted for publication in high-impact journals. His research contributions reflect a significant impact on the field of science education and STEM.
Research focus
Based on the provided publications, T Mafugu’s research focuses primarily on educational challenges and interventions in the context of South African schools and higher education institutions. This includes analyzing school nutrition programs, enhancing ESL students’ academic writing through collaborative approaches, and examining the impact of COVID-19 on curriculum implementation and assessment results. Mafugu also explores peer-peer learning and student-lecturer interactions in improving academic achievements, as well as pre-service teachers’ experiences with mentorship during their teaching practice. This work addresses educational support strategies, the effects of crises on learning environments, and the role of mentoring in teacher development. ššāļø
Awards and Recognition š
Dr. Mafugu has received multiple accolades, including the top researcher awards in the Faculty of Education at the University of the Free State for 2021, 2022, and 2023. He has also been recognized for his high publication output and has supervised multiple graduate and honors students to completion. His achievements highlight his dedication and contributions to research and education.
Teaching Excellence š
Dr. Mafuguās teaching awards, such as the Best Educator Award in Quintile 3 schools and recognition for high pass rates, underline his effectiveness and commitment to education. His ability to maintain high standards of teaching and contribute to student success is noteworthy.
Conclusion
Dr. Tafirenyika Mafuguās qualifications, professional experience, research output, and teaching excellence make him a deserving candidate for the Best Researcher Award. His significant contributions to science education, coupled with his numerous accolades and impactful research, reflect his leadership and innovation in his field.
publication top notes
Challenges encountered in a South African school nutrition programme
An interventive collaborative scaffolded approach with a writing center on ESL studentsā academic writing
Lecturer Support in the Implementation of a New Curriculum During the COVID-19 Pandemic
A comparison of selected assessment results before and during the COVID-19 pandemic in one university in South Africa
The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachersā achievements
Science pre-service teachersā experience with mentors during teaching practice
Preservice Primary Teachersā Perceptions of STEM-Based Teaching in Natural Sciences and Technology Classrooms
Student perceptions of Covid-19 induced eLearning in state universities in Zimbabwe