Dale is a lecturer in the Academic Development Programme, Department of Physics, Faculty of Science, UCT.
Education Research Focus
Dale spent 10 years lecturing in the Wits School of Education, before coming to UCT, during which time she was exposed to a wide variety of education research and did Masters level courses on educational theory and research methods.
Her research interests include physics education, science education, teacher education (in particular initial teacher education). She employs the tools of identity, narrative and phenomenography in her research.
- A, J., Pournara, C., Taylor, D., Thorne, B. & Moletsane, G. 2009. Mathematics and science teacher education in South Africa: review of research, policy and practice in times of change. African Journal of Research in Mathematics, Science and Technology Education, Special Issue 1, 28-46.
- Nakedi, M., Taylor, D., Mundalamo, F., Rollnick, M. & Mokeleche, M. 2012. The story of a physical science curriculum: Transformation or transmutation? African Journal of Research in Mathematics, Science and Technology Education, 16, 273–288.
- Taylor, D. 2011. ‘They are using laptops, we are using boxes’: township learners’ perspectives on Expo. African Journal of Research in Mathematics Science and Technology Education., 15, 67-79.
- Taylor, D. 2013. Becoming a science teacher: Narratives and conceptions. Doctoral thesis, University of the Witwatersrand.
- Taylor, D. & Stanton, M. 1997. Teachers' Understandings of Newton's Third Law of Motion. Fifth Annual Meeting of the South African Association for Research in Mathematics and Science Education. University of the Witwatersrand, Johannesburg.