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How more topsy-turvy can it get when 7 years after completing my MAODE, and 2 years after completing an MA in British History and the First World War I return to College to train to gain a PGCE.

My thinking is that to better support teachers I should have come through teacher training, even if my end of things is digital support. I want to be more than a 'support teacher'. 

It has taken some fixing to do and some flexibility between various providers and my timetable but after a false start last year - I went off to be the Head Coach at a regional swimming club instead for 4 months, and after another false start joining this year's PGCE part-time cohort in week 3, I am not in and making a start.

There had been thoughts of my being able to skip the first year and providing of evidence of prior learning i.e. the MAODE, but the MAODE is aimed at teaching in HE (or was), not in FE or secondary where I now work.

I can see, not for the first time, that I will be dipping into this 10 year old 'learners journal' with good reason. I can dig out the learning theory I got so engaged with in the past and now see it applied, whether with 'age group' students or adult learners, which could be colleagues/educators in FE and HE or adult learners from the community.

On verra.

Can anyone offer words as I commence a journey I perhaps should have taken over a decade ago. Though the issue then, as now, is what do I, should I, or may I teach? Degrees in Geography, History and Education. HE study in the Creative Industries. A career in TV and video production. A Swim England qualified swim teacher and coach with 18 years experience ... 

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