This first unit of the PgCert has been a fascinating and thought-provoking journey, allowing me to step back and critically engage with my teaching practice in ways I had not previously considered. The process of reading, learning, and engaging in deeper discussions about learning and teaching has made me far more conscious of the theoretical underpinnings that shape higher education pedagogy. One of the most striking realisations has been how, as lecturers, we often apply pedagogical theories instinctively in our teaching, without necessarily recognising them as established frameworks. Instead, we tend to draw from our lived experiences in the classroom and our industry practices, responding to challenges and student needs intuitively. This has reinforced for me the importance of bridging practical experience with theoretical knowledge to enhance both teaching effectiveness and student learning outcomes (Griffiths & Tann, 1992).
A major theme has been the interconnectedness of pedagogical elements. While I initially explored voice and assertiveness in the classroom, my reflections naturally expanded into inclusivity, active learning, and assessment strategies. Peer learning has been a particularly enriching aspect of this unit. Engaging in discussions, sharing experiences, and providing and receiving feedback from colleagues has been invaluable. The microteaching session was a particularly insightful experience—being observed and receiving structured feedback allowed me to see my teaching through the lens of others, highlighting aspects I may have otherwise overlooked. Although my observation task was limited to reviewing a briefing deck rather than observing live teaching, the process of reflecting on teaching materials with a critical eye still provided useful insights. This experience has reinforced the importance of self-awareness and adaptability—being open to critique, refining methods, and continuously evolving in response to feedback (Race, 2001).
Another significant learning point has been around feedback and assessment. Engaging in discussions with peers has sparked new ideas about assessment methods that I am keen to explore in my own teaching. The exploration of formative and summative feedback has prompted me to think more deeply about how assessment can be used not just as a tool for evaluation but as a means to facilitate deeper learning. The idea of assessing the learning process itself has been particularly thought-provoking. Feedback should not be a one-time event but an ongoing dialogue, enabling students to develop their critical thinking and reflective capabilities (Nicol & Macfarlane-Dick, 2006). This aligns with the principles of national professional development frameworks in higher education, which emphasise the role of constructive feedback in fostering student autonomy and engagement.
Inclusivity has also been a key theme throughout this unit. Discussions on how different learners engage with content, the importance of designing assessments that cater to diverse learning styles, and the role of accessibility in fostering an equitable learning environment have all been instrumental in shaping my reflections. These insights have made me more mindful of the small but intentional changes I can make in my own practice to ensure that all students, regardless of their background or learning preferences, feel supported and included in the learning process. Understanding intercultural competence has also played a role in this, particularly in recognising the different ways students engage with learning based on their cultural and educational backgrounds (Deardorff, 2006).
Looking ahead, I am excited to carry these reflections forward into the next phase of my PgCert journey. This first unit has provided a strong foundation, encouraging me to be more intentional about my teaching choices while continuing to experiment with different methods.
The opportunity to conceptualise my practice within the broader landscape of higher education frameworks has been invaluable, and I am keen to build on this learning as I refine my approach further. I am grateful for the rich discussions, the generosity of peers in sharing their experiences, and the thought-provoking insights that have emerged throughout this process. There is still so much to explore, and I look forward to seeing how these reflections will continue to shape my teaching practice in the long term.
References:
Deardorff, D. K. (2006) ‘Identification and assessment of intercultural competence as a student outcome of internationalization’, Journal of Studies in International Education, 10(3), pp. 241-266.
Griffiths, M. and Tann, S. (1992) ‘Reflective practice – linking personal and public theories’, Journal of Education for Teaching, 18(1), pp. 69-84.
Nicol, D. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp. 199-218.
Race, P. (2001) A Briefing on Self, Peer and Group Assessment. LTSN Generic Centre.