General

Growing up in post-Apartheid South Africa strongly shaped my perspective on education and the role it plays in society. A part of the "Born Free" generation, I belonged to one of the first generations born after the end of Apartheid. Although this generation was born into greater freedom and opportunity, the inequalities and historical impact of Apartheid remained visible in many aspects of education and society. From a young age, I became aware of how access to quality education could influence a person's future opportunities, identity and confidence.

My parents strongly valued education and believed it was one of the most important ways to create opportunities for the future. They enrolled me in English-speaking schools to provide me with access to quality education and future academic opportunities. During my schooling, I experienced culturally and socioeconomically diverse environments, which exposed me to different perspectives, cultures, religions, and social realities. At the same time, they also made me aware of inequality, exclusion, and the importance of representation and inclusivity within educational environments.

These experiences strengthened my belief that school should not only focus on academic achievement, but should also provide a safe, inclusive, and respectful learning environment where students feel seen, valued, and supported regardless of their background. As a future educator, I aim to create a classroom environment where diversity is acknowledged as a strength and where students are encouraged to learn from one another's experiences and perspectives.

The philosophy of Ubuntu has also significantly influenced my perspective on education. "Ubuntu" emphasises interconnectedness, empathy, humanity, and collective support. Within my classroom, I aim to encourage students to recognise the importance of mutual respect, collaboration, and responsibility towards one another. I believe education should not only prepare students academically, but should also support their social, emotional and personal development.

My interest in vocational education developed during my degree programme, when I was introduced to the concept. I became fascinated by vocational education because it reflected the way I personally learn best: through the combination of theory and practical application. I strongly believe that linking knowledge to real-life context helps students understand content more deeply, especially for learners who are more practically oriented and thrive in hands-on environments.

At the beginning, some of my friends and peers did not understand my choice for vocational education, and there was often a visible bias towards general secondary education. However, I personally recognised the value and importance of vocational education, especially in supporting students who are skilled in practical work and benefit from applied learning approaches. Over time, I became more convinced that vocational education was the right direction for me. After my first internship, I was a bit sceptical however during my second year I knew I wanted to continue in this field. Throughout my degree, all my internship experiences took place within MBO schools, which further strengthened my sense of belonging in this environment. I felt this context suited my teaching style and personality.

This was also reflected in feedback from my IO'er, supervisor, and mentors, who indicated that MBO suited me well as a teaching environment. At the same time, during my second-year internship, my IO'er suggested that VMBO might also suit me due to my soft-spoken teaching style and the type of students I naturally connect with. I plan to still stay within the realm of vocational education.

In addition to my minor, I also chose to follow a minor in Dutch language and culture. This minor helped me better understand the Dutch educational context, language, and cultural environment. It improved my ability to communicate effectively with Dutch schools and gave me a deeper insight into student and classroom dynamics in vocational education settings.

Although I'd like to think I have developed significantly throughout my studies, I see teaching as a continuous process. In the future, I want to further develop my skills in differentiation, inclusive pedagogy, cultural responsive teaching, and supporting neurodiverse learners in vocational education.

I want to further develop gamification and activating teaching methods within English education, particularly vocational and project-based learning contexts. My goal is to design lessons that are engaging, meaningful, and appropriately challenging.

Finally, I aim to continue developing my professional resilience and confidence. My internship experiences have shown me the importance of reflection, collaboration, and feedback on professional growth. I strive to create a classroom environment where students feel supported, respected, and challenged.