Experiencing PGCE in the UK: A Challenging Journey

Prime Minister's Questions Allegation: To start the discussion on the PGCE process in the UK, it is important to address the concerns that arise. Evidently, not everyone feels the same, as most people manage to complete PGCE (Postgraduate Certificate in Education) programs. However, a subset of individuals, including myself, faced significant challenges, to the point that they decided it was too difficult to pursue and dropped out of the program.

It’s not uncommon for PGCE aspirants to grapple with the rigorous and demanding nature of the program. Moreover, many of my peers in the group also found the programme incredibly tough. Although most persevered and managed to complete their PGCE, I was not among them. Interestingly, a close friend also chose to give up on his PGCE journey, despite being assigned to a different school level (primary versus secondary).

Personal Background and Recommendations

My Personal Experience:

Initially, I was 48 years old when I enrolled in the PGCE program, an age that many consider to be quite advanced. It is crucial for older applicants, particularly those over 40, to seriously consider whether the PGCE is a suitable path for them. While it is not impossible to complete, a thorough assessment of the following factors is necessary:

Relatability with Children: Can you genuinely connect with children outside of your own offspring? Moreover, is your interest in your degree-level subject still as strong as when you were younger? For example, has your passion for history waned since your teens? Similarly, can you recall the detailed knowledge required for the subject you studied decades ago? Adaptability to Modern Teaching: Are you aware of the significant changes in teaching methods and curriculum that have occurred over the years? It is imperative for prospective PGCE candidates to observe and understand current teaching practices. Spending time as a volunteer in a school or as a Teaching Assistant (TA) can provide insightful experience. Readiness for New Challenges: You will need to be ready to learn new content and methods, as older trainees often find it more challenging to adapt to new educational approaches. Unlike younger students, they have a safety net in their previous career paths that young trainees do not have. Emotional Preparation: Are you willing to be bad at teaching, especially when you haven’t been bad at anything in years? PGCE programs are demanding and can be disheartening, as planning lessons alone can take inordinate amounts of time, sometimes six hours or more per session.

Realities of PGCE in Practice

Initial Challenges: Upon beginning a new teaching role, there is a stark realization that you are not a 'real' teacher, as you begin mid-way through the academic year. This is a significant challenge, as you must manage a classroom while observing the seasoned teacher. Additionally, the myth of becoming a "natural" teacher overnight is debunked. No one, not even highly experienced educators, can effectively manage a classroom without misbehaviour when they enter mid-year.

Day-to-Day Struggles: The PGCE program requires a heavy workload and dedication. Fellow trainees often work late into the night (until 2 or 3 am) to prepare and plan lessons. However, this can be overwhelming, and the focus on traditional educational theories may not be immediately useful for new teachers who need practical, hands-on experience.

Reflection: In conclusion, while the PGCE program presents many challenges, it is an invaluable experience for those willing to put in the time and effort. Older individuals should carefully evaluate whether they are ready for the demanding nature of the program. Understanding the reality of the role is essential for success in both the teaching qualification and future teaching career.

Summary and Reflection

If you are considering the PGCE in the UK, it is crucial to reflect on your own situation and readiness. The journey is demanding but rewarding, and those who persevere often find themselves well-equipped with the skills and knowledge needed to excel in the teaching profession.