Transformative Learning: How PGCert Shapes Educators
By Noor Mukhtar, Trainee Lecturer in Health, LSST Luton and Fateh Sher, Senior Student Support Officer, LSST Luton
In recent years, the field of education has undergone a profound transformation, moving away from traditional, teacher-centred methods that focused primarily on transmitting knowledge. Today, education emphasises interactive, student-centred approaches that cater to diverse learning styles and promote inclusivity. This shift has redefined the role of educators, who are no longer mere conveyors of information but facilitators of meaningful learning journeys. Educators are now expected to adapt continuously, integrating innovative pedagogies and educational theories to create impactful learning experiences. One of the most transformative pathways for educators to achieve this is through the Postgraduate Certificate in Education (PGCert).
The PGCert Programme: A Path to Professional and Transformative Growth
At LSST, many students are mature learners from varied backgrounds. Recognising this demographic, LSST encourages its lecturers to enrol in the PGCert programme to enhance their professional development. This initiative not only supports educators in their personal growth but also enriches their students’ learning experiences through transformative learning. Transformative learning, a cornerstone of adult education, involves a profound shift in how individuals perceive and interpret their experiences, leading to greater social awareness and inclusivity, as articulated by Mezirow in 2003. He also highlights the importance of critical reflection and dialogue in reshaping perspectives. These principles find practical application within the PGCert programme, where educators engage with innovative pedagogical theories and reflective practices that challenge traditional teaching assumptions.
Educators in the programme are encouraged to employ collaborative activities, sharing their experiences and insights with peers. This collaborative learning not only fosters personal and professional development but also enhances teaching practices directly. When educators exchange strategies, challenges, and successes, they can critically assess effective approaches in their classrooms and refine their methods. Research indicates that collaborative learning environments lead to increased motivation and engagement for both educators and students, ultimately resulting in higher academic performance (Vescio et al., 2008).
Supporting Mature Learners: Key Challenges and Practical Solutions at LSST
Mature learners, often defined as those returning to education later in life, face unique challenges such as navigating technological advancements and overcoming social exclusion (Broadfoot, 1978). At LSST, where mature international students constitute a significant part of the student body, lecturers are encouraged to adopt transformative learning practices that address the unique challenges faced by these learners. Mature students often confront issues such as adapting to technological advancements, overcoming feelings of isolation, and balancing academic demands with personal responsibilities (Hayman et al., 2024). These challenges can hinder academic success and overall engagement. By enrolling in the PGCert programme, educators critically reflect on their beliefs and teaching practices, challenging preconceived notions about their students. This reflective practice, rooted in the work of Dewey (Wong, 2007), encourages educators to think rationally about the complexities they encounter and devise solutions that enhance student learning.
To support mature learners effectively, LSST also provides educators with targeted resources and training focused on inclusive practices. For example, workshops on technology integration help educators tailor their teaching methods to enhance technological fluency among mature students. By emphasising the importance of creating student-centred learning environments through constructive alignment (Biggs, 1999), ensuring that teaching methods align with learning outcomes and cater to diverse student needs Additionally, the institution facilitates regular peer mentoring sessions, where educators can share effective strategies in their teaching practices. This collaborative environment fosters a supportive community that encourages mature learners’ participation and success (Cross, 1981).
Creating Student-Centred Learning Environments Through Reflective Practice
Reflective practice is fundamental to the PGCert programme. Educators are encouraged to reflect not only on their teaching methods but also on how these methods impact student engagement and understanding. This approach moves beyond traditional lecture delivery, helping students grasp the “why” behind their learning and its relevance to their goals. By identifying areas for improvement and exploring innovative strategies, educators can break away from ingrained habits and adopt pedagogies that benefit both themselves and their students. This process also fosters a deeper understanding of how to support students with diverse abilities and backgrounds, integrating their unique experiences into the learning journey. This approach moves beyond traditional lecture delivery, enabling students to grasp the relevance of their learning to their personal and professional goals.
In support of this reflective process, LSST promotes structured feedback mechanisms that facilitate dialogue between students and educators about the learning experience. For instance, educators can utilise formative assessments to continuously gauge student understanding, adapting their teaching as necessary (Hattie, 2009). This iterative process ensures that teaching practices remain responsive to the evolving needs of students and reinforces the value of reflective practice as an ongoing cycle of improvement.
Evidence-Based Teaching Practices: Bridging Theory and Application
The PGCert curriculum integrates research and evidence-based practices into teaching, allowing educators to assess the effectiveness of their strategies and interventions. Rather than simply listing educational theories, the programme emphasises practical applications that enhance teaching quality and student outcomes. For instance, evidence-based practices might include employing active learning strategies such as peer teaching and problem-based learning which have been shown to increase student engagement and retention of information (Freeman et al., 2014).
The programme encourages educators to engage with empirical studies relevant to their subjects, analyse data from their classrooms, and adjust their strategies based on tangible outcomes. For example, educators might track student performance before and after implementing a flipped classroom model, enabling them to directly associate improvements in student engagement and performance with specific teaching interventions (Bishop & Verleger, 2013). By grounding their practices in evidence, educators can create dynamic learning environments that cater to the diverse needs of their students.
The PGCert programme supports educators in their lifelong journey of professional growth, underpinned by ongoing mentorship and development opportunities. Educators are not merely encouraged to enrol in the PGCert; they are provided with structured platforms for continued engagement, such as mentorship programmes, peer observation initiatives, and the annual Research Symposium.
The Research Symposium is a particularly valuable opportunity for educators to conduct and share their research findings with colleagues. It serves as a platform for showcasing innovative practices and advancing pedagogical knowledge within the institution. Additionally, the symposium features competitive prizes that recognise outstanding contributions, incentivising educators to engage in meaningful research that can enhance their teaching and benefit their peers and students.
These additional supports allow educators to redefine their professional identities and remain dynamic and innovative in their practice (Korthagen, 2010). Equipped with the confidence gained from completing the PGCert, educators can take on leadership roles within and beyond their institutions. They become advocates for best practices, promoting a culture of excellence that extends the principles of transformative learning to their peers and students. This commitment to fostering a culture of research and continuous improvement not only enhances educational outcomes but also enriches the overall learning environment at LSST.
Conclusion
LSST firmly believes that education transcends the mere transmission of knowledge; it is a commitment to fostering growth, inclusivity, and lifelong learning. The PGCert programme embodies this commitment by placing a strong emphasis on professional development, equipping educators with the essential skills and insights needed to navigate an ever-evolving educational landscape. LSST’s commitment to widening participation and fostering transformative learning ensures that all learners, regardless of background or age, have the opportunity to succeed. Additionally, the Level 5 Diploma in Education and Training is offered to graduate students (in any degree specialism) to become Dual Professionals. LSST empowers trainee teachers to become qualified tutors and trainers and promotes best practices within (specifically) the Further Education sector. This reflects LSST’s dedication to developing skilled professionals who positively impact their students and the wider community, fulfilling the institution’s mission of fostering growth, inclusivity, and lifelong learning.
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