For 100 years, the Institute of Education has shaped the lives of teachers and the futures of generations of learners. To mark our centenary, we invited alumni to share their memories, reflections and stories. The response was extraordinary.
From historic classrooms to collaboration and community, to innovation in teaching and research, to inspiration carried into classrooms worldwide, these reflections reveal the breadth and depth of our impact.
Our alumni reflections reveal that teacher education at Reading lasts far beyond graduation. Our graduate teachers gain more than knowledge; they develop ways of thinking and understanding that shape their practice for years.
“I am delighted to be given the opportunity to express my admiration and gratitude for my studies. I have never forgotten the wonderful course tutors who supervised the course. I have nothing but the fondest memories of my time at the University of Reading.”
John Wood
(Diploma in Advanced Study of Education, graduated 1977)
“The things that have stayed with me … are the brilliant lecturers and teacher trainers. Their subject knowledge and pedagogical practice were second to none. They organised excellent opportunities and … set us up for the demanding job of being a teacher. The drive to be intellectually curious has shaped my practice to this day.”
Natalie Randall
(PGCE, graduated 2005)
“My time at the University of Reading unlocked my understanding of the purpose of education. The IoE was excellent at retaining contact, interest and opportunities after graduation – mentoring, speaking opportunities and further training were all great experiences.”
Harvey Owen
(PGCE, graduated 2017)
All these alumni share a common thread. All have taught in schools partnered with Reading and have applied their training in local communities. Their stories highlight educators who make a meaningful difference by fostering curiosity, building confidence, and inspiring young people to realise their full potential.
“I am part of the Year 7 Tutor team, with my own cohort that I am helping to nurture and grow, not only as students, but as well-rounded young adults. Every day is a joy and I love my workplace; it is like one big family.”
Megan Stacey Field
(PGCE, graduated 2024)
“I have run collaborative projects where the students really get into the work and start pulling you along. I am most pleased with the handful of students who are not artists when they arrive, but who find interest, give it a go, have some success, enjoy it, get better and over the weeks/months, they get it... and fly.”
Joe de Mounteney
(PGCE, graduated 2023)
“I strive to build inclusive learning environments where every student feels supported and capable of success.”
Muhammad Ahmad Nazeer
(PGCE, graduated 2024)
Teacher education at Reading lays the foundations for leadership. Through reflection, collaboration and evidence-informed practice, teachers grow in confidence and skill to guide, support and inspire their colleagues.
“The core focus at Reading of being a 'reflective practitioner has remained with me throughout my career, and now as an Assistant Headteacher. The principles of high standards, reflection and commitment to student learning have resonated throughout my career and continue to shape my classroom practice and approaches to leadership today.”
Stephen Perrin
(PGCE, graduated 2016)
“The University sessions were thought-provoking and challenging. This, paired with effective mentoring and feedback in my placement schools, has given me the confidence to tackle this career. Without this experience, I would not have been ambitious enough to become Head of Department after completing my first two years of teaching.”
Emily Troy
(PGCE, graduated 2022)
“My experience as a trainee has always made me want to stay involved in the training process and now, I get to work with new Reading trainees as a mentor. I feel the same core ethos is still there with every generation of new teachers.”
Hollie Blackwood
(PGCE, graduated 2015)
Our alumni journeys show that teacher education at Reading opens doors to diverse and far-reaching careers. From shaping inclusive classrooms to influencing education on a global scale, they carry forward the knowledge, skills and perspectives gained here.
“Throughout my career, I have been recognised for my commitment to high-quality Early Years practice and leadership ... As an Early Years lecturer, I have been commended for my supportive teaching approach and for helping students achieve strong outcomes in their assessments and placements.”
Xanthippi Arvanitidou
(Early Years Teacher Status, graduated 2024)
“Finding out I was dyslexic at the University of Reading... has changed my entire career and life. I’m now a specialised dyslexia teacher and it allowed me to study an MSc Inclusive Education.”
Molly Morris
(Bachelor of Arts in Education, graduated 2017)
“I founded a community of teachers called Nigerian Teachers which now has more than a million members from more than 100 countries. It is a community of practice that avails members free peer-generated resources for continuous professional development, building of social capital, improved income, and teacher advocacy.”
Peter Ogudoro
(Doctor of Philosophy in Education, graduated 2018)
Our alumni bring imagination, creativity and purpose to teaching. From enriching lessons and eco-projects to tackling real-world challenges, they adapt and innovate to make learning engaging and meaningful.
“I started my PGCE in the midst of the COVID pandemic. We made the best out of a strange year and the knowledge imparted, the lessons learnt, and the experiences felt have shaped the start of my career so far.”
Michael Hutchinson
(PGCE, graduated 2020)
“Subject-focused sessions on the importance of making lessons creative and engaging have stayed with me. Searching for opportunities for creativity in the classroom is one of my passions, be it through decision-making games, group projects, debates or simulations. The Enrichment Fortnight, where I joined the team at the Museum of English Rural Life, was an innovative way to approach education from a different perspective.”
Stephen Perrin
(PGCE, graduated 2016)
“Looking ahead, I hope the IoE continues to shape and inspire an Early Years workforce that feel empowered to challenge inequality and promote good outcomes for all children.”
Maria Fahy
(Early Years Teacher Status, graduated 2022)
