Starting a doctorate in education is incredibly exciting. There are numerous reasons why I’ve chosen to pursue this path early on in my career. I’m now wrapping up my second year as an early careers teacher (ECT), and I believe it could be useful to reflect on how I’ve reached this point today.
My academic journey began with a Bachelor’s degree in English at the University of Leicester from 2014 to 2017. Subsequently, I delved into the study of Religion, Politics, and Society, specializing in counterterrorism and radicalization research at the University of Birmingham from 2017 to 2018. Although I thoroughly enjoyed studying English, I wanted to explore contemporary issues in the world that fascinated me during my literature readings.
Becoming a teacher had been my aspiration since I was sixteen years old.
I believed that pursuing a Master’s degree would enhance my subject knowledge in the humanities, which would prove valuable later on. However, I encountered difficulties getting into a PGCE course right away.
As the saying goes, success isn’t always a straightforward path.
Despite holding qualifications in areas of personal interest, I felt inadequate and somewhat like a failure when I couldn’t pass a math pre-test for ITT PGCE while working in insurance management.
Fortunately, the director of the SCITT provided me with invaluable support with the opportunity to complete a fully funded Skills Knowledge Enhancement (SKE) course at the University of Sussex. After successfully completing this six-month course, the government eased its process, allowing me to enroll in the Leicestershire Secondary SCITT program, focusing on teaching Secondary English. This school-centered PGCE is accredited by the University of Leicester. It was great to return to my first University. My training coincided with the COVID-19 pandemic, but I persevered and received an offer to teach at an exciting new school.
Despite the offer, I decided to reject it and embark on a different journey, leaving the Midlands behind. I briefly worked in the independent sector in Buckinghamshire, but unfortunately, the facilities couldn’t adequately support me as an ECT. Consequently, I sought employment in teaching in Bath, desiring to be closer to my family. It was during this time that my MA in Religion, Politics, and Society opened a remarkable opportunity for me.
Taking a leap of faith, I called a school in Bath and surprisingly secured an interview, despite lacking experience in teaching A-level Sociology, History, and Religious Education. As a result, I was appointed on a maternity contract. Although I was eager to stay, after re-building the A Level curriculum my path was destined for elsewhere.
Now, I find myself teaching in another fantastic school in Bath, where I met the love of my life, who is also an English teacher. We are getting married in two months. Furthermore, I am embarking on my doctorate in Education.
In my mind, I envision a linear trajectory for my career, progressing through a curriculum path. Perhaps one day, I’ll have the opportunity to draw upon my previous management experience, becoming a second in the department and eventually a head. Ultimately, I strongly believe in research-informed teaching, basing our daily practices as teachers on proven methods from the research literature to help our students succeed.
So, that’s the path my journey has taken me thus far. Over the years, I will be sharing my experiences, thoughts, and ideas here.
A Space To Reflect 