I came to the ELED programme not knowing much about ‘education’, a term which I later found to be very encompassing. There was a lot to pack into five years of study, but I left feeling informed on most things – because my professors knew very well what trainee teachers need, and what I had to do was to listen to them, talk to them and trust them. Their new insights ignited my interest in research, driving me to complete a research master’s degree at Cambridge University. Their keen passion for education inspired me to be a schoolteacher upon graduation. The everyday challenges in the classroom make me realize the adage, ‘One teaches, two learn’.

Sincere thanks to the ELED programme for equipping me with skills and knowledge to embark on this long-life education journey.

Through completing two compulsory student teaching practicums and participating in two Faculty-sponsored English teaching tours to Beijing and South Korea, which helped me connect theory and practice, I felt fully ready when I entered the classroom as a novice full-time English teacher. Currently in my third year of full-time teaching, I still find myself benefiting from the rigorous training of the ELED programme. I plan each lesson with clear lesson objectives, carefully handpicking learning and teaching activities in order to maximize learning effectiveness and maintain student motivation and attentiveness. But most importantly, the ELED programme has instilled into me the importance of being a reflective educator. The practice of writing entries for my Teaching Portfolio during my undergraduate studies has helped me cultivate the habit of reflecting on whether my teaching is effective. The ELED programme has shaped me into a passionate educator and I look forward to continuing to contribute to the local education sector in the future.

A good teacher should never stop learning and reflecting. From the 5-year studies in the ELED programme, I have equipped myself with the necessary toolkit for teaching and learning; and more importantly, the habit of reflection. The ELED programme means a lot to me: it is where I have built the sense of professionalism and my passion for teaching and influencing. The practical knowledge and skills, together with the personal qualities I have acquired along my studies, have all informed my teaching philosophy.

Possessing affection for English and valuing education, I pledge to become an educator specializing in English language education in a bid to devote myself to a career with both passion and conviction. This is the reason why I chose to enter the ELED programme at CUHK in 2013. Not only has this five-year double degree programme in English Studies and English Language Education equipped me with pedagogical content knowledge and practical experience for being a professional, competent, knowledgeable, and skillful English language educator, it has also provided me with a solid theoretical foundation, rich research experience, and myriads of opportunities for partaking in academic activities, all of which have primed me for pursuing research postgraduate studies after graduation. Besides being a Graduate Master in an aided secondary school in Hong Kong as well as a Master’s student in Applied English Linguistics, I have been proactively engaging in education-related community services to share my valuable experience acquired from the ELED programme with in-service and pre-service teachers.

Having studied at the ELED programme for five years, I gained a solid educational foundation of teaching methodologies and theories. Also, the programme was divided into several disciplines. Not only did it offer us the chance to read and analyse English literature, but also provide us with insight on educational issues which proved to be crucial and helpful to our current teaching job. Moreover, the two Teaching Practices conducted in Year 4 and 5 helped us gain practical experience on becoming a teacher. I could still recall how we had to write lesson plans and prepare teaching materials every day. It was without doubt stressful, but we were able to apply what we had learnt to real-life teaching. I also learnt a lot regarding E-learning which turned out to be of utmost importance nowadays. Hence, I am proud to say that this programme greatly contributed to my success and I am now working contentedly at a Band 1 girl’s school.

I finished the ELED programme in 2009 with very little idea of how I could contribute in the field of teaching and where the next few years would take me. I had barely even thought about “the future” until the moment I knew I’d actually passed my degree kicked in. Now I am still a teacher and I love it. Teaching in a Japanese University has brought the challenge to the next level. Everyday I learn and experience new things, which constantly evoke memories of being a student, working with and learning from the wonderful people I met in the Programme. The connections we make in ELED truly last a lifetime. Many of us live and work around the world, and as we work to transform education in our corner of the globe, we are always connected to other alumni, our teachers and the ELED community. Regardless of the miles that set us apart from the FoE campus, we always consider Ho Tim our second home.