Minrong is a graduate from the PGDE Secondary Education - Mandarin programme at the University of Strathclyde
Tell us a little bit about your background before beginning the course..
Following graduation in Macau University of Science and Technology with a BA(Hons) in Foreign Language Studies (Major: English; Minor: International Tourism Management; Second Language: Portuguese), I had a lifechanging opportunity to come to Scotland and to work as a Chinese Exchange Teacher at the Scotland's National Centre for Languages (SCILT)/Confucius Institute for Scotland’s Schools (CISS) based at the University of Strathclyde from 2017 to 2019. It was my first full time teaching job and it cemented my desire to pursue a career in teaching. Being a Strathclyder for 2 years, I didn’t have any doubts where I would undertake my PGDE as I know Strathclyde has a prestigious reputation especially in training teachers.
What drew you towards undertaking this degree?
My first full time teaching job at SCILT/CISS offered me opportunities to teach and held workshops (Mandarin taster lessons and culture events) regularly at a number of Scottish nursery, primary and secondary schools. I had access to a range of CLPL which enlightened me towards Scottish education system. Areas like classroom management in Scottish schools, young people’s health and wellbeing, interdisciplinary teaching and learning and senior phase SQA exams have always been topics I would like to develop/know more about. Therefore, I decided to undertake PDGE course to gain professional learning and to work towards becoming a GTCS registered Mandarin teacher.
Tell us about the format of the programme. What was a typical working week like?
The PGDE programme over the whole year consists of onsite learning and school placements. It allowed us to learn the theory and then put it into practice. A typical working week onsite would normally be made up of lectures and seminars, some of which included all PGDE students, giving us the chance to learn the general principles and policies, whilst others were focusing on Modern Languages, allowing us to further develop our expertise. Modern Languages students would always meet on a Tuesday (we call it Tuesday Club!) and we were lucky to have three fantastic tutors who designed and delivered our weekly lessons. Examples include lesson planning in a language classroom; information about Broad General Education and Senior Phase and related Scottish education policies; Learning for sustainability in languages; information about Additional Support Needs; Digital learning. The highlight of my on-campus learning would definitely be the Tuesday club. Even after graduation and being in a teaching position for several years, I still review my PGDE folder and go through materials/notes on a regular basis. They can always keep me right when I am unsure about things during my day-to-day teaching.
How has it been working with other students?
During the large seminars we would normally have the opportunity to team up with students from other subjects and to contribute to the tasks we have been given. We were always encouraged to share our ideas! We were also given the time to view and share opinions during micro-teaching in our small class/Tuesday club. I know classmates who were working to be a Spanish/French teachers in our Tuesday club would also meet after class to practise their speaking. It was a warm team and whenever I struggled with something, there would always be someone who was willing to help.
If you completed a placement, what was this like?
I was very lucky to be placed at two different schools in different local authorities. During placement, I got to observe lessons delivered by not just language teachers, but also shadowed some students’ typical school day. My mentors were extremely helpful in guiding me throughout my journey and provided me with constructive feedback on lessons I delivered. My tutor from Strathclyde would visit each of my placement school to critique my lesson. Detailed and practical reports were provided each time. They were valuable and inspiring to me in becoming a qualified teacher in Scotland.
How did the course help in your post-University endeavours?
After I completed the PGDE course, I successfully secured myself a role at Robert Gordon’s College as Teacher of Mandarin (Mat cover) in Aberdeen. My tutors were fantastic as they guided me through the application and interview process. As an international student who had to go for the flexible route, the experiences and knowledge gained during my time at Strathclyde was also vital in me getting this job. After my probationary year, I rejoined SCILT/CISS based at Strathclyde as a Professional Development Assistant (Teacher of Mandarin) in August 2021. The PGDE course at Strathclyde is an inclusive course and it provided an open space for everyone to learn and thrive. It allowed me to learn about professional values and the Standards for Registration, along with key education priorities in the Scottish education system. Additionally, it definitely facilitated transferable skills like teamwork, creativity, critical thinking and strategic planning. As a teacher, I am still learning in this journey but I really appreciate all the help I received during the course.
What advice would you give to someone considering applying for this course?
I would strongly recommend those who are considering applying for this course to go for it. At this stage, you might be thinking about your career plans and you might be worried if there will be enough teaching position coming up after you complete the qualification. However, you never know what the future is going to be like and the truth is that the chances are provided for those who are prepared. The year of completing PGDE is informative, inspirational, refreshing and fast. There will be difficult moments that slow you down. However, remember that everything you learn, do and achieve will eventually lead you to the right place.