My Growth during the PGDip TESL

"Novice teachers need the professional development that affirms the knowledge, experience, and 

intuitive judgment they have cultivated during their careers" (Rodriguez and McKay, 2010, p.1).  

Instantly after graduating from the University of Kelaniya with a Special Degree in Teaching English as a Second Language, I thought about how should I mould my career as an academic as I knew teaching is my calling since my younghood. Hence, soon after I left the university as an unofficial graduate I started working in a reputed private institute. Meanwhile, I was working there as an English teacher, I was appointed as a Temporary Instructor in English at the Department of English Language Teaching of Wayamba University of Sri Lanka. As yet, I didn’t hold any intention of reading my postgraduate degree in English Language Teaching. Since the route for my career was opened, I thought of starting my postgraduate at PGIE.

Now I am at the last stage of the PGDip TESL and when I reflect on the journey I had since September 2021, I learnt, explored and researched on many facets. Since my first degree is also in Teaching English as a Second Language it was not complex for me to apply the basic knowledge of ELT. Hence, the basic knowledge I gained from the University of Kelaniya was strengthened by the knowledge I gained from PGDip. When I reflect on the first cluster, I studied the sociological as well as philosophical perspectives of education to English language teaching and how educational psychology impacts ELT. Furthermore, I would be able to recall my prior knowledge of Applied Linguistics, Teaching Methodology and reinforce the existing knowledge. Subsequently, in the second cluster, the absorbing course I studied was Technology in English Language Teaching. Since I am fond of conducting research based on the integration of technology in ELT, this course provided me with a plethora of research ideas. Besides, starting from curriculum designing, assessment and evaluation raised my attentiveness towards exploring new aspects in ELT.

As exemplified above, all these courses assisted me to improve my teaching-learning processes and professional development. It has formed many benefits for my students as well, as now I am more conscious of catering to ‘learners’ wants and necessities. The foremost asset that I value in PGDip is it didn’t halt just providing only theoretical knowledge yet, we were given the opportunity to grasp the application of these theoretical frameworks in an authentic context. To exemplify, the Final Evaluation we were given for the Assessment and Evaluation was based on the application of our theoretical knowledge of alternative assessments. Moreover, during this period I realized how to manage academics along with the responsibilities in my career and personal prospects. In addition to strengthening the personal prospects, this duration provided each of the students in the batch the feeling of working as a single team. While ending this PGDip, I am delighted to voice that I am now theoretically and philosophically more aware of the ELT moulding an efficient academic to the field of English Language Teaching. Being grateful to PGDip TESL, I cherish my professional development as a Temporary Lecturer in English at the Department of English Language Teaching of University of Kelaniya.