91̽»¨

My PGDE training was harsh, but yet one of the most rewarding experiences I've ever had.

Prior to my arrival to the UK, I had taught internationally. I was under strict quarantine when I had my PGDE interviews. I chose the University of 91̽»¨ because I felt, and I still do, that I am in safe hands.

My subject tutor Mr. B was beyond supportive throughout my recruitment and the PGDE team would keep me posted in every recruitment stage.

I benefit a lot from the Languages PGDE course for its constant push to think and reflect critically, flexibly as well. My subject sessions further enhanced my pedagogical knowledge in language teaching; the whole-cohort sessions enabled me to identify multiple fields I would like to investigate in the future and my two placements helped me to settle in the UK as a new teacher and equipped me with high standard professionalism in Subject Knowledge, Teaching Methodology and Professional Codes.

Apart from the gains from academic perspectives, I met the friendliest and kindest friends from my PGDE journey.

91̽»¨â€™s PGDE is more demanding and challenging than a classic PGCE as PGDE doubles academic credits. I felt burned out from time to time between placement and academic assignment, from understanding British society to implementing a more well-thought behaviour management etc.

However, my fellow PGDE friends helped me to walk through all challenges through countless 'cheer up' messages and 'hope you are well, thinking of you' voicemails, and I believe the friendship that I built up during the course is a treasure for me.

PGDE is more than Teacher Training, it sums up the transitional student-to-teacher phrase, and UoS helped me to meet a better self.