Delasi Hottor

Can you tell us about your background (education and/or career to date?) and what inspired you to pursue a PGCE?

My journey into teaching began in Ghana, where I studied Physics and later became a secondary school teacher, teaching Elective Physics. Teaching young people was something I found incredibly rewarding because I was not only helping students understand Physics, but also encouraging them to believe in what they could achieve.

When I came to the UK, I wanted to build on the experience I already had while developing a deeper understanding of the UK education system. I wanted to challenge myself professionally and become the best teacher I could be.

The PGCE was therefore more than simply gaining another qualification for me. It was an opportunity to grow, to learn a new educational system and to bring together my previous experience with new knowledge and approaches.

 

What attracted you to study at Edge Hill University?

I was attracted to Edge Hill because of its reputation for teacher education and, importantly, the strong connection between university learning and school-based experience.

I wanted somewhere that would not only teach me educational theory but would also prepare me for what actually happens in a classroom. Edge Hill offered that balance.

Looking back now, I think choosing Edge Hill was one of the best decisions I made during my transition into teaching in the UK.

 

Are you the first in your family to go university? If so, how has that shaped your experience?

No . Most have attended university and have their degrees in various fields.

My journey through education has always been about making the most of opportunities and pushing myself beyond what I might have considered possible.

Coming from Ghana and progressing through university education and teacher training in the UK has made me appreciate the value of education even more. It has also strengthened my belief that education can open doors and change the direction of someone’s life.

That belief is something I now carry into my own classroom. I want my students to understand that their circumstances today do not necessarily determine where they can go tomorrow.

 

How have you adapted to studying and teaching in a new cultural context?

This was one of the biggest learning experiences for me.

Although I already had teaching experience in Ghana, I quickly realised that teaching in the UK involved understanding a different curriculum, different classroom expectations and different approaches to areas such as behaviour, safeguarding, SEND and inclusion.

At first, there was a lot to take in. But I learned to observe, ask questions, listen to feedback and adapt.

My placements were particularly important because they gave me the opportunity to experience the UK classroom first-hand. I gradually became more comfortable and confident, while also realising that being an effective teacher is not about trying to copy somebody else. It is about learning from others and developing your own approach.

 

Have you felt a sense of community at Edge Hill? What helped you feel included?

Yes, definitely.

One of the things I appreciated most was the support I received from lecturers, mentors and fellow trainees. Starting a new chapter in a different country can feel challenging, but being surrounded by people who are willing to support you makes a huge difference.

I never felt that I had to figure everything out completely on my own. There were people I could ask questions, seek advice from and learn alongside.

That sense of community helped me feel that I belonged at Edge Hill.

 

Looking back, what have been the most valuable aspects of your PGCE experience?

The most valuable part has been the combination of theory and practice.

The university sessions helped me understand the principles behind effective teaching, while the placements allowed me to see what those principles looked like in real classrooms.

I have learned about assessment, misconceptions, adaptive teaching, behaviour management, cognitive load and inclusive practice, but perhaps the biggest lesson has been the importance of reflection.

Teaching is not about delivering a perfect lesson every time. It is about being willing to ask yourself: What worked? What didn’t? What can I do differently next time?

That mindset has changed me as a teacher.

 

How did your placements and taught sessions help you develop as a teacher and prepare you for the classroom?

My placements were absolutely central to my development.

I had the opportunity to work in different school environments, including Kings Leadership Academy – Hawthornes, Star Radcliffe Academy and Kings Leadership Academy Liverpool. Each experience taught me something different.

I developed my confidence in planning and delivering lessons, managing behaviour, assessing students’ understanding and adapting lessons when things did not go as expected.

There were lessons that went really well, and there were lessons that taught me what I needed to improve. Both were equally valuable.

The taught sessions at Edge Hill gave me the knowledge and research behind effective teaching, while the placements allowed me to put that knowledge into practice. That combination gave me the confidence to step into my own classroom.

 

You have secured a teaching role starting in September. How do you think your placement experiences helped you secure this opportunity?

My placements gave me something that cannot be gained from theory alone: real experience of being a teacher in a UK school.

They allowed me to develop my classroom presence, professional communication, behaviour management and ability to respond to different students and situations.

They also helped me understand what schools expect from teachers and gave me real examples that I could draw on during the recruitment process.

Most importantly, my placements helped me believe that I was ready.

When I started the PGCE, I was learning how to navigate a new education system. By the end, I could walk into an interview and confidently talk about my classroom experiences and what I had learned from them.

Securing a teaching role for September therefore feels like a reflection of how far I have come.

 

Were there any particular experiences, support or opportunities during your studies that boosted your confidence or employability?

Being given opportunities to teach, receive feedback and then teach again was incredibly valuable.

Every time I stood in front of a class, I learned something new. Gradually, the nervousness became confidence.

I also valued opportunities to get involved beyond the classroom, particularly around STEM and wider school activities. As a Physics teacher, I believe strongly in showing students that science is not just something they study for an examination; it is part of the world around them.

These experiences helped me develop as a more rounded teacher and gave me more to offer a school community.

 

How did your lecturers and mentors support you throughout your journey?

My lecturers and mentors were an important part of my journey.

They provided guidance when I needed it, but they also challenged me to think more deeply about my teaching. Their feedback helped me identify weaknesses without losing sight of my strengths.

I particularly appreciated being encouraged to think about the reason behind my teaching decisions rather than simply being told what approach to use.

That has helped me become more independent and reflective as a teacher.

 

What skills, knowledge or experiences from the course do you think will be most valuable as you begin your teaching career?

I think adaptability and reflection will be two of the most important things I take forward.

I have learned that no two classes are exactly the same. A strategy that works brilliantly with one group may need to be adapted for another.

My understanding of assessment, misconceptions, inclusive teaching and how students learn will also be extremely valuable.

But above all, I have developed the confidence to keep learning. I don’t see completing my PGCE as the end of my development as a teacher. I see it as the beginning.

 

What advice would you give to someone considering studying a PGCE at Edge Hill University?

My advice would be: embrace the journey.

There will be challenging days. There will be lessons that don’t go according to plan. There will be moments when you question whether you are doing enough.

But those moments are part of becoming a teacher.

Use your lecturers, mentors and fellow trainees. Ask questions. Accept feedback. Observe experienced teachers. Don’t be afraid to try something and learn from it.

And most importantly, remember why you started.

If you genuinely want to make a difference to young people’s lives, the hard work is worth it.

 

Is there anything else you’d like to share about your experience at Edge Hill or your journey into teaching?

My journey from Ghana to becoming a teacher in the UK has been one of the most significant experiences of my professional life.

I arrived with previous teaching experience, but I still had so much to learn. I had to adapt to a new country, a new education system and new professional expectations. There were challenges, but each challenge helped me grow.

One thing I would like people to take from my story is that your starting point does not have to determine your destination.

The PGCE has given me much more than a qualification. It has given me confidence, new perspectives, professional relationships and the opportunity to continue doing something I genuinely enjoy  teaching.

As I prepare to start my teaching role in September, I feel proud of how far I have come, grateful to everyone who supported me and excited about what comes next.

I began this journey wanting to become a better teacher. I am finishing it with a much clearer understanding of the teacher I want to become.