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dc.contributor.authorSars, Cindy
dc.contributor.authorLaloo, Eugene
dc.creatorSars, Cindy
dc.creatorLaloo, Eugene
dc.date.accessioned2024-02-07T15:59:37Z
dc.date.available2024-02-07T15:59:37Z
dc.date.issued2023-11-29
dc.identifier.urihttp://hdl.handle.net/20.500.13013/3168
dc.description.abstractThe South African education system has been aptly described as a “two-school” education system. This description refers to one of the many legacies of apartheid, which resulted in one well-resourced school system that offers high quality education to one sector of the population, with the other under-resourced and generally struggling to achieve the same results. As part of my teacher training, I have worked in both systems. Straddling this dichotomous education system during the COVID-19 pandemic has given me valuable insights and has significantly contributed to how I envisage my career as a teacher. Through this narrative reflection I provide an account of key moments during my teaching practice module that contributed to my altered worldview. Entering the teaching profession during the COVID-19 pandemic proved very challenging, but ironically, it was this disruptive entry that has changed my worldview so that I now feel drawn to working in under-resourced schools.
dc.language.isoen_USen_US
dc.publisherSchool of Social Worken_US
dc.subjectCOVID-19, teaching practice, novice teacher, mentoring, under-resourced schoolsen_US
dc.titleStraddling the South African Two-School System During the COVID-19 Pandemic—A Reflective Narrative of How One Student Teacher Traversed the Changing Education Landscapeen_US
dc.typeArticleen_US
dc.source.journaltitleReflections: Narratives of Professional Helping
dc.source.volume29
dc.source.issue3
dc.source.beginpage60
dc.source.endpage68
dc.date.displayNovember 29, 2023en_US


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