As this first unit of our PGCert draws to a close, I am reflecting on our first three months as a group, the connections we have made and the learning opportunities realised.
We have tackled some pretty intense reading material, broadened the scope of the theories, policies and pedagogies within our remit and committed to the realisation of our ongoing personal and professional development by participating in a variety of learning activities, observations and reflective practice. I have been able to take away new techniques and ideas, implementing them into planning, teaching and assessment of the unit I am currently leading & sharing them with others on the team, with some very positive feedback.
All of the above have served to build my confidence and chase away the lingering imposter syndrome, which stemmed from the worry that, having spent a lifetime in industry, I did not belong in this new world of academia. Spending time with many of my classmates has reassured me that I am not alone, and that at some point, most of us are conflicted about our roles and sense of belonging.
I have come to realise the value of my experience and expertise in my subject area, but also that within the University there are multiple opportunities for learning from my peers, colleagues and students themselves. Having already undertaken the Cambridge Institute course in Sustainability Leadership, prior to starting my PGCert, I have also realised that a commitment to ‘lifelong learning’ has re-energised my career and given me greater purpose in my own personal and professional development.
Having picked up Fry, Ketteridge and Marshall’s Handbook for Teaching and Learning in Higher Education towards the end of the unit, I felt that there was real synergy between some of the points they made about becoming a successful lecturer, and the content we have been learning, sharing and implementing. But above all, the experience to date has deepened my passion for both my subject and the sharing of this knowledge with students. This is borne out by the case study of Wolverhampton University, which states that to be a successful lecturer an important factor would be “a demonstrative passion for learning in which the teacher is able to embody that enthusiasm for their subject and their research in the classroom”.
Participating in this course has ensured that I will redouble my efforts in reflecting on and critically evaluating what I have learned and how I can best apply that learning in the context of my own personal and professional development. Through extensive reading, discussion, microteaching sessions and class participation, I am also building the knowledge of theories, policies and pedagogies to enable greater application in the context of my own academic practice.
References
Edited by Fry, Heather, Ketteridge, Steve and Marshall, Stephanie A handbook for teaching and learning in higher education: enhancing academic practice. Routledge. Available at: https://www-vlebooks-com.arts.idm.oclc.org/Product/Index/2020012?page=0&startBookmarkId=-1