Feedback as Fuel – Early Lessons in My PCET Journey

 


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 confidence boost. Peers noted that I had a warm delivery style and strong subject knowledge but could improve by giving clearer instructions and managing time more tightly. Rather than seeing this feedback as criticism, I saw it as a mirror, reflecting both what was working and what needed refining. This aligns with Brookfield’s, 2017 (Machost & Stains, 2023) emphasis on the power of critical reflection and learner feedback as tools to uncover assumptions and shape professional practice. Similarly, Kolb’s 1984 (Mcleod, 2025) experiential learning cycle reinforces the idea that growth happens through action, reflection, and adaptation, making peer-led microteaching a valuable part of the learning process.

In the context of the PCET sector, feedback is not only encouraged but expected. The FE Professional Standards (2017) identify reflective practice and responsiveness to feedback as essential to maintaining and improving teaching quality (Professional Standards, 2017). Learning to see feedback as constructive and formative has helped me begin developing this mindset.

Based on this experience, my key development goal is to improve the clarity and structure of my session delivery—particularly my instructions, transitions, and time management. I aim to practise this in future sessions by scripting key prompts and rehearsing timing in advance. This early experience reminded me that feedback isn’t just something we give or receive, it’s something we grow through. It shaped not only how I teach but how I see myself as a developing professional in the PCET sector.


References


Machost, Haleigh, and Marilyne Stains. “Reflective Practices in Education: A Primer for Practitioners.” CBE—Life Sciences Education, vol. 22, no. 2, 2023, pmc.ncbi.nlm.nih.gov/articles/PMC10228263/. Accessed 10 Oct 2024.


Mcleod, Saul. “Kolb’s Learning Styles and Experiential Learning Cycle.” Simply Psychology, Simply Psychology, 19 Mar. 2025, www.simplypsychology.org/learning-kolb.html. Accessed 10 Oct 2022.


Professional Standards for Further Education Teachers and Work-Based Learning Practitioners in Wales. 2017.  Accessed 10 Oct 2022







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