Prof Sarita Ramsaroop

Head of Department
Name: Sarita Ramsaroop
Location: GNA 223, Robert Sobukwe Building Soweto Campus
Department of Childhood Education, Faculty of Education, Staff  Staff Members

Contact Details:
Tel: +27 11 559 5448

Email: saritaram@uj.ac.za

About Prof Sarita Ramsaroop

Sarita Ramsaroop is an Associate Professor in the Department of Childhood Education at the Faculty of Education, University of Johannesburg. She is also Head of the Department of Childhood Education. Her teaching and scholarship in higher education is in teacher education. Her main research focuses on student engagement in coursework and fieldwork, specifically in interrogating the role of schools in bridging the divide between student teachers learning in coursework and fieldwork and strengthening mentoring and school-university partnerships. A second area of expertise is teaching Social Sciences in the primary school (History and Geography). She is currently involved in research projects investigating the role of partner schools in the education of student-teachers, project-based learning and mixed-reality research. Internationally, she is involved in collaborative research projects with the University of Helsinki. She has published at the national and international levels, and also serves as a supervisor for postgraduate students.

Recent publications

Ramsaroop, S., & Gravett, S. (2017). The potential of teaching schools in enabling student teacher learning for the teaching profession. Journal of Curriculum Studies, 2017. ISSN: 0022-0272 (Print) 1366-5839 (Online).  Journal homepage: http://www.tandfonline.com/loi/tcus20

Ramsaroop, S. (2017). The role of museums in learning to teach with a critical lens. Journal of Education, Issue 67, http://joe.ukzn.ac.za.

Gravett, S., & Ramsaroop, S. (2017). Teaching schools as teacher education laboratories. South African Journal of Childhood Education, 7(1), 8.

Ramsaroop, S. (2018). Bringing Map Learning to ‘life’ by using the environment as a learning resource. Alternations. Special Edition 21, 109 – 130 ISSN 1023-1757; Electronic ISSN: 2519-5476; DOI https://doi.org/10.29086/2519-5476/2018/sp21a6.

Gravett, S., Petersen, N., & Ramsaroop, S. (2019). A university and school working in partnership to develop professional practice knowledge for teaching. In Frontiers in Education (Vol. 3, p. 118).

Petersen, N., Gravett, S., & Ramsaroop, S. (2020). “Service Learning and Teacher Education.” In L. Zhang (Ed.), Educational Psychology. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.1002

Ramsaroop, S & Petersen, N. (2020). Building Professional Competencies Through a Service Learning’ Gallery Walk’ in Primary School Teacher Education, Journal of University Teaching & Learning Practice, 17(4), 2020. Available at:https://ro.uow.edu.au/jutlp/vol17/iss4/3

Ramsaroop, S., Petersen, N., & Gravett, S. (2020). WIL and teaching schools: The UJ teaching school experience. In de Beer, J. (Ed.). Becoming a Teacher: Research on the Work-Integrated Learning of Student Teachers, Chapter 4. AOSIS Publishing.

Petersen, N., Rademeyer, V. & Ramsaroop, S. (2020). Building Academic Support in Preservice Teacher Education Using Peer Tutors: An Educational Action Research Project. Educational Research for Social Change, 10(2), 32-46. http://dx.doi.org/10.17159/2221- 4070/2020/v9i2a3

Ramsaroop, S & Petersen, N. (2020). Portraits of primary school pre-service teachers at a South African university: implications for nuanced student support. Journal of Education. Issue 81, http://dx.doi.org/10.17159/2520-9868/i81a05

Nel, C., & Ramsaroop, S. (2021). Where schools and universities (can) meet in work-integrated teacher learning. In Glimpses into Primary School Teacher Education in South Africa (pp. 161-174). Routledge.

Bennett, T; Ramsaroop S; Petersen, N (2021). A confluence of liminality in a rural learner transitioning to boarding school. Issues in Educational Research, 31(2), 404-420.

Loukomies, A., Petersen, N., Ramsaroop, S., Henning, E., & Lavonen, J. (2021). Student teachers’ situational engagement during teaching practice in Finland and South Africa. The Teacher Educator, 1-25.

Van der Haar, H., Ramsaroop, S & Petersen, N. (2022). Differentiating between experience and expertise in mentoring student teachers. South African Journal of Education.

Academic links

Scopus Profile: https://www.scopus.com/authid/detail.uri?authorId=56366764400

Google Scholar Profile: https://scholar.google.com/citations?user=FcjfpWoAAAAJ&hl=en ORCID: https://orcid.org/0000-0003-2437-4229