My PCET journey

What Makes a Good Teacher? My Philosophy in Practice One of the most important lessons I’ve learned on the PCET course is that planning is not just a preparatory task, it’s a core part of creating engaging, inclusive learning experiences. Early on, I underestimated the importance of planning. I believed that if I knew my subject well enough, I could just rely on that knowledge in the moment. However, through teaching practice and reflection, I’ve come to understand that learner engagement must be designed into a session deliberately and thoughtfully. My approach to planning has been shaped by constructivist theories, particularly the work of Jean Piaget and Lev Vygotsky. Piaget ( 2005) emphasised that learners build knowledge through active experience, and that teaching must consider the learner’s stage of development. This helped me realise that simply presenting information isn’t enough, I need to create activities where learners interact with content in meaningful ways. Similarly, V...

  From Illustrator to Educator – Shaping My Professional Identity When I began the PCET course, I strongly identified as a creative practitioner. Illustration had been my focus for years, and I took pride in my ability to visualise stories and concepts. Teaching, although appealing, felt like an entirely different world, one that I wasn’t sure I belonged in. I worried that I wouldn’t know how to transfer my creative skills into a structured classroom environment, or whether I’d be able to support the diverse needs of learners effectively. Early in the course, I started to realise that teaching and creative practice are not as separate as I first thought. Both involve communication, interpretation, and guiding others through a process. One of my core values as an illustrator has always been authenticity, staying true to a message or concept. I’ve carried that same value into teaching, aiming to be honest, supportive, and relatable in my delivery.  However, making the shift fr...

  Finding My Feet with Digital Tools – Starting with Kahoot When I began my PCET journey, I wasn’t convinced that digital tools had much of a place in creative education. My subject, illustration, is heavily practical, and I initially believed that learning needed to be hands-on, tactile, and studio-based. Using technology for teaching seemed disconnected from that ethos.  However, this mindset began to shift during my early teaching experiences, particularly when I trialled Kahoot in a theory-based session. I wanted to assess students’ understanding without putting them on the spot or making the activity feel overly formal. I was unsure how it would go, but to my surprise, it was a huge success. The learners were enthusiastic and engaged, and even the quieter ones contributed with confidence through the quiz format. This experience challenged my earlier assumptions and helped me recognise the value of digital tools in enhancing engagement, accessibility, and formative assessm...

  Feedback as Fuel – Early Lessons in My PCET Journey One of the most formative experiences of my PCET journey was participating in our first group microteaching session. It was a full day of back-to-back delivery, and I remember feeling incredibly nervous. Watching my peers present with confidence and creativity, I couldn’t help but compare myself and worry that I wasn’t prepared enough. At that moment, I questioned whether I had what it takes to teach. This anxiety increased intensely, as I care deeply about doing things well, especially when supporting others’ learning. But I’m learning that effective teaching doesn’t begin with perfection, it begins with self-awareness and a willingness to improve.  When it was finally my turn to deliver, I was surprised by how quickly my nerves gave way to enjoyment. I began to find a rhythm, and interacting with the group helped me relax. More importantly, the feedback I received afterwards gave me practical insights and a much-needed co...