Postgraduate Certificate in Education & Qualified Teacher Status (QTS) in UK
I hold a Postgraduate Certificate in Education (PGCE) from the United Kingdom, a globally recognized teaching qualification that combines rigorous pedagogical research with intensive classroom practice. This qualification was awarded alongside Qualified Teacher Status (QTS), officially certifying that I have met the UK Teachers' Standards required to teach in state-maintained and international schools.
Placement: The Practice
King’s Leadership Academy & The Belvedere Academy
Managed diverse classrooms, including SEN and Pupil Premium students, in high-standard UK schools
Focus: The Research
"Assessment for Learning" (AfL)
Researched how formative feedback acts as a "social interaction" to bridge learning gaps.
Outcome: The Expertise
Adaptive Teaching & Inclusion
Developed specialized resources for students with significant learning barriers and native speakers alike.
Research Focus: The Power of Formative Assessment
During my PGCE training in the UK, I specialized in Assessment for Learning (AfL). My research and practice focused on transforming assessment from a "final grade" into a continuous cycle of feedback that drives student progress.
Student Agency: I focused on promoting "learner autonomy," helping students become independent by teaching them how to "learn how to learn".
Inclusive Differentiation: My research proved that "differentiation is key" in mixed-ability settings, requiring exclusive criteria and specialized support for both native-like speakers and students with special needs.
Evidence-Based Portfolios: I advocated for documenting on-going assessments through digital portfolios to track long-term learning progression.
PGCE Reflection: Bridging Research and Classroom Practice
Reflection is the heartbeat of my pedagogy. My PGCE journey was a series of deep dives into how students learn best, leading to a practice that is both empathetic and data-driven.
The Core Philosophy: Assessment as Interaction My research defines assessment not as a final grade, but as a "social interaction" between teacher and student. I believe teachers must move beyond simple praise to provide constructive feedback that identifies specific "learning gaps" and directs students on how to move forward.