I decided to write my final blog article on the strengths and challenges of studying for a teaching qualification in the UK and Italy. This PgCert unit was my first experience as a student in the UK, as I had completed my BA and MA in audiovisual journalism in Italy, along with a teaching qualification there. This experience allowed me to reflect on both approaches and evaluate their strengths and challenges from my personal perspective, with the hope of integrating the best aspects of both into my future teaching.
The first thing I noticed is that teaching in the UK is highly practical. Lectures were not primarily focused on delivering theoretical content but rather on teaching students how to think critically and find solutions to practical problems. Theory was mostly provided through recommended readings, which were not always mandatory, encouraging students to conduct independent research and study further.
Initially, I found the English approach quite challenging, as I felt lost without clearly prescribed readings or direct answers from lecturers that helped me place theory within a clear historical framework. However, I soon recognised the benefits of problem-solving activities and learning by doing.
Another advantage of the English system is the emphasis on independent research, which is a crucial skill in today’s digital era. With access to vast amounts of online information, students must learn how to filter what is useful and reliable.
In contrast, in Italy, lectures and readings were structured in a highly organised way. There was less emphasis on independent research, as the reading materials provided a clear historical context and outlined key theories and authors considered essential for a foundational understanding of pedagogy and psychology in education. This approach also covered aspects of cognitive science, exploring theories from scholars such as Howard Gardner and Daniel Goleman, who discuss multiple intelligences and emotional intelligence, topics I remember as some of the most engaging parts of my studies.
While the Italian approach provided me with extensive knowledge, I was unprepared for real-world application due to the lack of hands-on experience in the curriculum. Additionally, my mindset was less prepared to solve practical problems, which I see as the main weakness of the Italian system.
That being said, I appreciated both learning experiences.
As Aristotelian philosophy teaches “The truth often lies in the middle”.
From these lessons, I plan to provide my students with more historical and theoretical context to help them navigate their learning, as in the Italian approach, while maintaining the problem-solving, hands-on methodology of the English system. I hope this combination will better prepare them to face the challenges of the professional world with a strong theoretical foundation.
References:
Aristotle, 2009. Nicomachean ethics. Translated by W.D. Ross. Oxford: Oxford University Press.
Gardner, H., 1983. Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Goleman, D., 1995. Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.