PGCE student profiles
Students past and present talk about the PGCE course and their motivation to teach, to study at Oxford and their experiences of doing a PGCE at Oxford.
- Emmanuel Botwe – History
- Lisa Clarke – Religious Education
- Charlotte Grove – History
- Marcel van den Heuvel – Science (biology)Emmanuel Botwe (History)
Emmanuel Botwe – History
Background
I'm from South London and went to a comprehensive. I then came to Oxford to study Politics, Philosophy and Economics at the University of Oxford. I now work in an inner city comprehensive in East Oxford as a History teacher and I'm Head of Year 9.
Why did you decide to become a teacher?
After I completed my degree I worked as a Schools Liaison Officer for the University of Oxford. The aim of the job was to encourage youngsters from non-traditional backgrounds to consider university. I found that I really enjoyed working with young people so I decided to train to be a teacher.
Why Oxford?
I really enjoyed my time at Oxford as an undergraduate so I felt comfortable about returning to do a PGCE. I was aware of the world-class reputation the faculty has and I was impressed with the focus on pedagogy. I also liked the idea of the intern system where students are placed in their first placement for the majority of the course. I knew someone who had done the PGCE and they felt that they really had the opportunity to be part of a school's community. They had also told me that they felt really supported by the tutors.
The course
I feel really lucky to have done the course at OUDES. The focus on pedagogy has stayed with me throughout my career and constantly informs my everyday planning. The PGCE at OUDES also kept me well informed with current developments in teaching and learning. I would recommend it to anyone considering teaching!
Lisa Clark (Religious Education)
Background
After finishing my BA degree in History I considered going into teaching and doing my PGCE, but decided I didn't feel ready at that point. The opportunity came up to do a full time MA course and so I continued at university, and completed my MA in 2005, after which I did some administrative work as I needed a break, as well as some money! Although I was still considering teaching, I had the offer of a temporary job at the Vale and Downland Museum, Wantage, which also involved considerable work in museum education. This previous experience really helped when applying for the PGCE, as well as preparing me for the course. The years spent completing my MA and being in employment enabled me to approach the PGCE year with increased confidence and maturity, and employment based skills are a real advantage with the PGCE!
Why did you decide to become a teacher?
I decided to become a teacher because I love learning and have a passion for the subjects I teach, and wanted to pass that on to my potential students. Teaching is really hard work and tiring, but it's never boring; every day is different and you don't get the day to day monotony like you sometimes can with other jobs (I know, I've done them!).
Why Oxford?
I chose to apply to Oxford because it has an excellent reputation, and I liked the way the course was structured in terms of time spent in university and time spent in placement schools. The fact that you build up a relationship with your main placement school from September to April I considered a real advantage to this course. In addition to the course and tutors being excellent, I was also keen to have the opportunity to experience life at Oxford University and a college.
The course
The year so far has been fast moving and really tiring, but at the same time exciting because you're always learning something new. Spending the second term in school is a really good way of gauging what teaching and the NQT year is going to be like, and you're eased into it in the first term with some days at university and some at the placement school. You learn a lot about yourself on this course, and it sometimes feels quite emotionally draining. But there is always another intern to talk to who is feeling exactly the same, and I've gained a really supportive group of friends in my placement school. It's reassuring to see them in the staff room after you've had a bad lesson!
Charlotte Grove (History)
Background
I attended a selective mixed Grammar school in Buckinghamshire and then read for a BA in History at the University of Warwick.
Why did you decide to become a teacher?
From the moment I started my degree course I knew that I wanted a career involving History, and I had always had an interest in working with young people. I benefited from an excelled History teacher at school and was keen to be able to make the learning experience for other students as real and as vivid as he was able to make it for me. With this in mind I applied for and gained a place on the Students' Associates Scheme, run by the Department of Education at the University of Warwick, in my final year at university. Right from the first day in my placement school in Warwick I knew that I had found what I wanted to do; the atmosphere was exciting and dynamic, the days were varied and interesting, and I looked forward to going to work each morning.
Why Oxford?
I want to become the best teacher I can possibly be, and in order to do that I wanted to train with the best course provider. Having studied the Ofsted reports for various Education departments I found that Oxford had the best reputation, and also offered the best course. I was keen to have the chance of gaining Masters credits as I am very interested in studying for the MEd at a later date. I was also drawn to Oxford by the additional aspects of the course such as the PDP sessions, ICT, Additional Learning Needs and Citizenship courses on offer. The Oxford course is more work than most other PGCE courses, but it is also the most rewarding.
The course
So far I am truly enjoying my experience on the PGCE course. I feel welcome and valued at my placement school where I have real responsibility for six different classes. In a few months I feel I have developed from a History graduate with a vague knowledge of education into a proper History teacher. I enjoy the added challenge of curriculum assignments, which really help to focus your work when in school; I have found writing these assignments enormously helpful both in terms of understanding the curriculum, and in knowing how best to improve my teaching. I have made a lot of good friends on the course, and feel well supported both by them and by all the staff at the department and in school. I couldn't have wished for a better PGCE experience. I have also had to opportunity to become involved in the Student/Staff Consultative Committee, representing the views of the History PGCE students to a staff committee who are ever willing to listen, address and reassure concerns. The views of students on this course really are valued and can result in changes to the way the course is run. As part of the Social Committee I jointly organised a Christmas party at the Randolph hotel, which was attended by a large proportion of the PGCE course.
Marcel van den Heuvel - (Science - biology)
Background
I am Dutch and my University training was at Wageningen University, the Netherlands. I graduated in 1987 with a degree in Molecular Sciences and then a PhD at the University of Amsterdam in Molecular Biology (1 year at Netherlands Cancer Institute and three years at Stanford University, USA), and I graduated in 1992. I then did four years of research as a post-doc in ICRF (Imperial Cancer Research Fund, Oxford and London, fly genetics) followed by three years as a Lecturer in Dept. of Biochemistry, Oxford University. Finally I did seven years as a MRC Research Scientist and Honorary Lecturer in Dept. of Anatomy, Oxford University before joining the PGCE course at Oxford.
Why did you decide to become a teacher?
Teaching University students made me realise how much I liked the transfer of knowledge, however even thought the Oxford collegiate system (tutorials) allows person to person contact, this still felt like I wasn't really having enough contact with "my" pupils. In addition, research became a secondary goal; this situation, in the current research vs teaching balance at Universities, made me realise this was not where I wanted to be. The teaching of the younger generation was where I felt I could made a bigger impact and seemed to be more interesting and rewarding.
Why Oxford?
I chose Oxford upon the advice of a colleague (involved in e-teaching at University) who had seen some of his colleagues and friends go through the course at Oxford. I also did some background research myself.
The course
I wish I had realised this course existed a long time ago. It gives you a very grounded background in teaching that would be helpful (if not to say, is almost essential) if you want to be able to provide teaching in a high quality manner. It is also very formative for your skills in understanding relationships, both professional and personal.