Looking back on my two-year journey through the Professional Master of Education in Art and Design, I am struck by the profound ways in which my teaching and learning experiences have shaped both my professional identity and personal philosophy. What began as a theoretical understanding of education quickly transformed into an embodied, lived practice—one grounded in curiosity, care, and continual reflection.

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Throughout my placements at Oatlands College and St. David’s Holy Faith Secondary School, I encountered the diverse realities of classroom life: the energy of a Junior Cycle group engaged in a new medium, the quiet persistence of Senior Cycle students navigating exam pressure, the subtle shifts in classroom atmosphere that come with small moments of connection. These experiences taught me that good teaching is not about control, but about cultivating presence—being attuned to students’ needs, adapting in the moment, and fostering spaces where creativity and individuality can thrive.

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One of the most rewarding aspects of this process was witnessing students’ growth through their own engagement with material and process. Whether guiding a class through a drawing module, or facilitating a sculptural exploration, I found myself learning alongside them—challenging my assumptions, refining my methods, and growing in confidence as an educator. The iterative nature of planning, delivery, and reflection allowed me to develop more nuanced understandings of differentiation, assessment, and inclusive practice.

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Alongside the practical demands of teaching, my academic research provided a critical lens through which to examine my dual identity as an artist and educator. The tensions I explored in my thesis—between personal art-making and professional responsibility—echoed throughout my placements and studio practice. Rather than resolving these tensions, I have come to value them as productive forces that keep my practice reflective, responsive, and grounded in lived experience.

 

Ultimately, this journey has affirmed for me that teaching is both an art and an evolving practice. It demands rigour and flexibility, structure and openness, empathy and courage. I leave this phase of my training with a renewed sense of purpose—not only to teach art, but to continue growing as an artist-educator committed to fostering creativity, critical thought, and connection in every classroom I enter.