What separates a competent teacher from a career-defining one? In a recent webinar hosted by Buckingham International School of Education, four professionals — each at a different stage of their educational journey — sat down to answer exactly that question.
The session brought together Stephen Cook, International Director at the University of Buckingham's Faculty of Education; David Mansfield, former executive headmaster; Ashley Thompson, PGCE and MA alumna now leading departments in China; and Leigh Hassan, a 20-year veteran of international education in China currently completing his Ed.D. Their collective message was clear: formal qualifications are not just credentials — they are career transformers.
1. The Investment Case: Why Qualifications Matter More Than Ever
The international teaching market has shifted dramatically. Leigh Hassan, who has witnessed two decades of change in China's education landscape, speaks candidly about the impact of government reforms that dismantled informal training centres overnight. "The people who survived," he notes, "were the ones who had formal, internationally recognised qualifications."
Stephen Cook frames the PGCE not as a ceiling but as a launchpad. The credits earned through a PGCE can be transferred and counted towards a full Master's degree — and a Master's, in turn, towards an Ed.D. Each qualification builds on the last, opening different tiers of leadership and opportunity.
2. Reflective Practice: The Foundation of Professional Growth
One of the most striking statistics from the session came from David Mansfield: 95% of teaching is a learned response — teachers default to replicating how they themselves were taught as children. The problem is that this default is rarely examined, and rarely optimal.
Engaging with educational theory, writing action-research assignments and evaluating lessons against established frameworks forces teachers to become deliberate practitioners rather than intuitive ones. The Education Endowment Foundation and John Hattie's Visible Learning research both point to the same conclusion: high-impact teaching strategies exist, but they must be consciously learned and applied — not inherited.
"Writing assignments changed everything for me," says Ashley Thompson. "I started evaluating every lesson. I developed a vocabulary for what I was doing and why. That vocabulary gave me authority."
3. Overcoming Imposter Syndrome
Ashley's story resonates with many international educators. Despite holding bachelor's degrees and securing a position at a prestigious international school, she arrived feeling like a fraud. The academic rigour of the PGCE — the very thing that initially intimidated her — became the mechanism through which that self-doubt dissolved.
"I could walk into a room and talk about scaffolding, formative assessment, retrieval practice. I wasn't just guessing anymore." Ashley has since been promoted to Head of English and Head of Specialties — roles that require the kind of professional authority that formal study, she argues, uniquely builds.
Leigh Hassan describes a similar transformation. Progressing from PGCE to Master's to Doctorate set him apart as a "master teacher" at his school — and is now positioning him for a future as an educational researcher.
4. Navigating the International Market
Teachers considering a move into IB schools — one of the most common career aspirations among international educators — often feel blocked by the experience requirement. The panel's advice was practical and direct.
"The IB is not a religious cult," said David Mansfield. "It is an approach to pedagogy. If you understand how children learn, if you have strong subject knowledge and solid classroom management, you can teach IB. I have hired non-IB teachers for IB roles." His advice: document your existing practice against IB principles, build a portfolio of evidence, and let your understanding of pedagogy speak louder than the badge.
5. Your Questions, Answered
Can I transfer credits from another university?
Yes. If you hold a certificate proving you have earned Master's-level credits — for example, 60 credits from a PGCE — these can be transferred towards a University of Buckingham degree. Contact the admissions team for details.
What is the status of the PGCE for teachers in Hong Kong?
The necessary paperwork is progressing through Hong Kong's EDB registration process and full registration is expected shortly.
I already have an MA. Should I add an iQTS and PGCE, or go straight to an Ed.D.?
It depends on your goals. If you lack a foundational initial teacher training qualification, iQTS may still be valuable. But for those pursuing leadership roles — Head of Department, Athletic Director, senior administration — David Mansfield's perspective is instructive: "I look for a track record. I want to know if you can coach, build a team, and manage people. That evidence comes from your classroom."
Take the Next Step
Whether you are at the start of your professional journey or looking to move into leadership, the University of Buckingham's flexible online programmes are designed for working educators across Asia.
Explore our full range of courses at www.bise.org or contact our admissions team at [email protected].