How the MEd at Dundee transformed my Practice and purpose

When I joined the MEd in Leading Learning and Teaching at the University of Dundee, I brought years of teaching experience from India and was seeking a deeper, research-informed understanding of education and leadership across systems and cultures.

What I gained through the MEd was far more than academic knowledge; it was a shift in mindset. Systems thinking, introduced during the programme, became a guiding mantra in both my professional and personal life, helping me approach decisions with clarity and a holistic perspective, supporting long-term goals and wellbeing.

Academic roles and the influence of mentorship

Reflection was a cornerstone of my MEd journey. Early exposure to models like Brookfield’s lenses, guided by Dr Richard Holme, challenged me to critically examine my assumptions as an educator, a practice that continues to shape how I teach, research and lead.

This reflective mindset became central to my first professional role after graduation, as an Associate Tutor on the very MEd programme I had completed. In this role, I supported a diverse cohort of students by facilitating academic discussions, providing feedback on assignments, and guiding dissertation work, including feedback on structure, critical analysis, and methodology. Drawing on my own experience allowed me to empathise with their challenges and offer practical, meaningful supervision.

Being part of their development has been deeply rewarding. The trust and encouragement I received from the MEd team empowered me to step confidently into this role and contribute to the same learning environment that had shaped me.

Research and beyond-subject expertise

My dissertation experience during the MEd was transformative. The research methods module not only equipped me with a theoretical understanding of methodology and data analysis but also gave me the confidence to go beyond the syllabus. I pursued independent study in research software and data tools, skills that are now essential in my work as a Research Assistant on two impactful projects at the University of Dundee. Both focus on areas outside my original subject specialism, educational psychology and language proficiency, but I have contributed meaningfully because of the strong research foundation laid during the course. These experiences have also led me to prepare for doctoral study in Education.

Teaching in Scottish schools

Working as a secondary science supply teacher across schools in Dundee and Angus was a rewarding and intentional step to gain first-hand experience of the Scottish education system. I wanted to understand how policy, pedagogy, and culture play out in real classroom settings, insight that now informs my work in research and higher education. 

The understanding I developed of GTCS standards and professional values from the Reflective Practices module helped me quickly align with the expectations of Scottish education and contribute positively to school culture. The MEd’s emphasis on innovation also inspired me to integrate AI and educational technology into my teaching and research practice, allowing me to create more engaging and personalised learning environments.

Writing and advocacy

With Dr Holme’s encouragement, I ventured into academic writing and published two articles in Wonkhe. Both were accepted without edits and received encouraging feedback from educators and students. Writing gave me a voice as an international learner and practitioner.

Mentoring, volunteering, and community engagement

Mentoring has become a central part of my professional identity. I currently serve as a Parent Employment Support (PES) Mentor with Project Scotland, where I support parents, many from disadvantaged backgrounds, in reskilling and finding employment so they can better support their children’s education. These are deeply personal conversations guided by emotional intelligence, ethical leadership, and Self-Determination Theory—core themes from the MEd.

I also support early-career teachers in India through the National Mission for Mentoring, offering guidance shaped by global insights and reflective practice. In addition, I’m studying for a certificate in Working with Individuals with Learning Disabilities, building on my passion for inclusive education and adding practical tools to support inclusive learning.

Social commitment and forward momentum

The MEd also inspired me to explore place-based education, which I researched during the programme. I now apply its principles to promote education in my home region in India, particularly through girls’ education initiatives that aim to empower young women to lead independent and confident lives.

In 2023, I was honoured to receive the Bridge Alumni Award for Outstanding Contribution from the University of Dundee. It was more than recognition, it was a moment of reflection on how the relationships, learning, and experiences during my MEd continue to shape my work and values today.

Looking forward

Since completing the MEd, I have stepped into roles across teaching, research, mentoring and academic writing. These roles continue to be guided by the mindset of inquiry, reflection, and growth. The MEd at Dundee connected my past experience with new possibilities, equipped me to navigate a new system, and instilled in me the spirit of a lifelong learner committed to meaningful contribution in education.