Sars, CindyLaloo, Eugene2024-02-072024-02-072023-11-29http://hdl.handle.net/20.500.13013/3168The 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.en-USCOVID-19, teaching practice, novice teacher, mentoring, under-resourced schoolsArticle