From Illustrator to Educator – Shaping My Professional Identity

 

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 from creative practitioner to educator wasn’t just about bringing my strengths, it was about developing new skills. Lesson planning, differentiation, and understanding the needs of post-16 learners all pushed me outside of my comfort zone.  On placement, I began to see how my industry experience could offer real value. Sharing practical insights and examples made the content more relatable and helped build credibility with learners. But I also recognised that subject knowledge isn’t enough. The FE Professional Standards (2017) highlight the importance of promoting learner engagement, applying inclusive practice, and fostering a safe and respectful environment, skills that go beyond creative expertise. Through feedback and observation, I realised that I naturally foster a calm and encouraging atmosphere, but I need to be more intentional about scaffolding learning. For example, in one session I asked learners to analyse an editorial brief without fully breaking down the task first. I assumed they’d make the same intuitive creative leap I would, but of course, they didn’t. This experience reminded me of Vygotsky’s (1978) Zone of Proximal Development, and the need to provide appropriate support so learners can build independence over time.

My key development goal is to strengthen my ability to scaffold creative tasks more effectively, using visual prompts, step-by-step models, and check-ins to guide learners through unfamiliar processes. I now view my identity not as “illustrator or educator,” but as both. The skills I bring from industry enrich my teaching, while the knowledge and empathy I gain through teaching deepen my understanding of creativity. Rather than leaving behind my practice, I’m learning how to use it as a foundation to build something new, and to help others do the same.


References


Vygotsky, Lev S. “[ Lev S. Vygotsky] Mind in Society the Development (Z Lib.org): Vygotsky: Free Download, Borrow, and Streaming: Internet Archive.” Internet Archive, 2019, archive.org/details/levs.vygotskymindinsocietythedevelopmentzlib.org/page/n1/mode/2up. Accessed 20 Feb 2025.

(Professional Standards for Further Education Teachers and Work-Based Learning Practitioners in Wales, 2017) Accessed 20 Feb 2025.

 



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