Cambridge trainee teachers in their own words
Fabiha Alam
In the context of recent proposals to reform initial teacher training, which could threaten the future of the Cambridge PGCE, alumni have been telling the Faculty about their own experiences of training to teach at Cambridge. Fabiha Alam has just completed the Secondary Science PGCE, specialising in Biology, and will start teaching at one of the University’s partner schools in St Neots in September. She describes the support that she had throughout the course during the pandemic, and how it taught her to strive for constant improvement in the classroom.
I decided to take up teaching after a brief career in molecular diagnostics
I grew up in St Ives and went to the school just down the road. As a pupil I put my all into studying, because I was acutely aware that there are people around the world who are not fortunate enough to complete their education. By sixth form, I had developed a fascination with the complex workings of the human and with what happens when our bodies malfunction. I then went to King’s College, London, to study biomedical science, where I specialised in molecular biology and genetics. Suffice to say, my family are pretty tired of hearing me talk about how amazing cell division is!
After university I landed a job as a research assistant in the molecular diagnostics industry. I learned so much about the ins and outs of commercial bioscience, but after two years, however, I realised that the lab wasn’t for me; I needed a job where I could be making more of a direct and fulfilling impact on society.
Cambridge seemed a natural place to make the leap to teaching
Helping young people to discover their talents and aspirations can change the course of their lives: it’s incredibly rewarding and the reason I chose teaching. I think that this is true of teaching science in particular. Not only can the job help to inspire future scientists, it also helps students to leave school better able to understand an increasingly complex world and make informed judgements regarding environmental and medical crises. The way we teach children to approach today’s scientific questions will shape the culture of future learning and in a sense society itself.
The main reason I chose Cambridge was the emphasis the Faculty puts on a personalised course which allows individuals to develop at their own pace, and builds on their strengths. Seeing the passion of the subject leads convinced me I had made the right choice. I completed the Secondary Science PGCE, specialising in Biology, in June, and in September I will be starting at Longsands Academy, St Neots – a partnership school where I did my second placement.
"The most pivotal thing for me was the pace of the course and the fact that progression is on an entirely individual basis."
If I had to sum up the Cambridge PGCE in three words, they would be: support, support and support
Did I mention support? The people running this course are just incredible and really make it the success it is. Our course took place during the pandemic, but there wasn’t a single moment when I couldn’t reach out for help. Mark (Winterbottom, senior lecturer in biology education) and Charlie (Pettit, teaching associate in science) were always available for an email or a chat. This meant our worries were always kept at bay, freeing us up to grow and challenge ourselves. What’s more, Cambridge has a brilliant network of partner schools. The moment you have any problems or concerns on placement, there is a support structure in place to resolve any issues. The passion of the staff is genuinely infectious and helps us to remember why we are doing what we’re doing when things get tough.
The most pivotal thing for me was the pace of the course and the fact that progression is on an entirely individual basis. I didn’t have any teaching experience beforehand, so I was slower to transition to teaching during placements compared with some of my peers. Throughout, I had complete support. Any aspiring teachers who are thinking about applying, but are worried about nerves in the classroom or a lack of experience, should rest assured that the course absolutely accounts for that: you will always have someone to help you through.
The course managers coped brilliantly with the pandemic
Many of our cohort will always cherish the fact that, in spite of everything, we were able to attend in-person sessions at the Faculty’s Science Education Centre, which enabled us to get into the minds of students and address questions that may arise during practicals (a shout-out here to the wonderful technicians for making this possible!). Despite other sessions often happening over Zoom, there was a real sense of togetherness. A running theme was on becoming a positively reflective teacher, which is something that I will continue to carry with me, because I think it’s key to improving and growing over your career. We also had fascinating sessions on the wider role of a science teacher, which addressed deeper questions, such as how to deal with the relationship between religion and science. That the course ran so smoothly during a global pandemic shows why it’s rated so highly.
"If the Cambridge course equips you to do anything, it is to strive for more. This is a crucial mentality, especially in the context of the pandemic and its impact on children’s education."
It would be a great loss to the sector were the course to be discontinued
Plenty of courses can give you ‘Qualified Teacher Status’, but the difference with the Cambridge PGCE is that they provide an exceptional standard of education that produces teachers who are reflective, confident and unique individuals. We are constantly asked to reflect – why did we do this, was it the best way, were the students learning, what could we do differently next time? This is done within a highly supportive framework, so the challenge is always a positive one. This is key to growing really strong practitioners who can make a difference in the classroom.
In teaching it’s easy to focus on trying to make a lesson successful. But I have learned to focus on what makes a lesson ‘better’ instead. If the Cambridge course equips you to do anything, it is to strive for more. This is a crucial mentality, especially in the context of the pandemic and its impact on children’s education. Withdrawing the course would leave a huge gap – not just in teacher education, but in classrooms and children’s lives.
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