The following narrative is contributed by Maxwell Addo.
A Reflection on my Educational Development: A Transformative Experience
When I think back to the turning points in my career, one moment stands out vividly: in 2010, I enrolled in the Graduate Certificate in Academic Practice (GCAP) on my way to completing PGCert. At the time, I was teaching and practicing dentistry at King’s College London. I enjoyed my clinical work, and part of my role involved mentoring new teachers in paediatric dentistry, but I always felt a little like an imposter. I was guiding others without ever having had any formal training in teaching or education. The GCAP was meant to fill that gap, but in truth it did much more. It reshaped the trajectory of my professional life and even my sense of myself as a learner.
What started as a course to “improve my teaching” became the beginning of a new career path. The GCAP gave me a foundation in pedagogy and, more importantly, the confidence to take education seriously as a scholarly practice. I realised that teaching was not just about transmitting knowledge but about engaging with theory, reflecting on practice, and being part of a wider academic community. Motivated by this new perspective, I went on to complete the PGCert and PGDip in Academic Practice at King’s in 2013. These programmes deepened my understanding of higher education teaching and learning and showed me that my curiosity about education was not just a sideline to dentistry but something I could make central to my career.
The PGCert in particular marked a decisive shift. Up until then, dentistry had defined my professional identity. But through the programme I discovered that education development could be a career in itself, and an exciting one at that. Few people in this field shared my background, which made me feel both uncertain and pioneering. With the skills and theoretical grounding I gained, I found myself engaging with colleagues across faculties, moving beyond dentistry into conversations about learning and teaching in a much broader sense. These experiences laid the foundation for later roles as an education advisor and, ultimately, my current position as Teaching Recognition Programme Manager at Queen Mary University of London.
The impact of these studies was not limited to my career trajectory. Professionally, they provided me with a scholarly base for everything I do. This include my skills in curriculum design, assessment, teaching delivery, and the way I support colleagues. For example, when I take part in peer observations or contribute to teaching reviews, I draw directly on principles I first encountered during those early courses. Personally, the most profound outcome was the habit of reflective practice. What began as an academic exercise quickly became a mindset, shaping not only my approach to teaching but also how I handle challenges and decisions in my personal life. It also sparked my research interests, particularly in dental education, which I am now pursuing through doctoral study.
Another lasting benefit was the network I built. Within dentistry, engaging with educational development connected me to communities I would never have otherwise encountered. Presenting at international conferences, I was able to share insights from my unusual journey of moving from dentistry into educational development and exchange ideas with colleagues from diverse fields. Beyond dentistry, reflective practice linked me with scholars and practitioners across disciplines. These collaborations have enriched my perspective and opened doors to interdisciplinary work that continues to shape my thinking today.
Looking back, I can see how transformative those first steps were. They not only gave me the skills and knowledge to teach more effectively but also offered me a new professional identity. Without the PGCert and PGDip, I would never have pursued research in education or discovered the possibilities of a career in academic development. They also instilled in me a deep appreciation for the importance of lifelong learning and continuing professional development, values I now strive to promote among colleagues and within the wider university community.
In my current role, I often draw directly on my own experiences of development. Supporting academics, students, and professional staff as they navigate their teaching and learning journeys feels like a natural extension of what I gained myself. Whether I am advising on recognition routes, leading professional development initiatives, or encouraging reflective practice, I try to carry forward the same ethos that shaped me: that education is not just about knowledge but about growth, connection, and transformation.
When I reflect on my journey, I feel grateful. What began as a decision to “improve my teaching” turned into a career that is both intellectually stimulating and personally rewarding. It gave me a new professional identity, a wide network of colleagues and collaborators, and a research focus I would never have imagined pursuing when I first stepped into clinical teaching. Most of all, it has instilled in me a commitment to keep learning, reflecting, and supporting others on their own paths. These are the gifts of educational development, and I remain passionate about advocating for their value in higher education.