I undertook the Inspirational Teaching and Learning in Higher Education module as part of a Postgraduate Diploma in Policy and Practice in Higher Education. Positioned at the intersection of pedagogic theory and lived practice, this module was more than an academic requirement — it was a challenge to reimagine what it means to teach well, to teach inclusively, and to teach with intention.
At the heart of the module lay a deceptively complex question: what makes teaching inspirational?
What I learned is that inspiration doesn’t come from charisma or novelty, but from integrity. From being meaningfully responsive to students, from drawing on pedagogic literature to support practice, and from building environments that are as inclusive and reflective as they are rigorous.
Two assessments formed the backbone of this journey: a poster presentation and a written reflection on an observed teaching session. The former pushed me to design an inclusive, simulation-based learning space tailored to the diverse needs of postgraduate physiotherapy students — students from varied academic backgrounds, with differing levels of confidence, language fluency, and access needs. Feedback on this work praised the inclusive ambitions and authenticity of the design, but rightly challenged me to interrogate the literature more critically, to consider not just what works, but why — and for whom.
The written reflection was an opportunity to step back from the front of the room. Drawing on peer observation, I reflected on the subtle but powerful influence of teaching style, structure, and tone. Feedback affirmed my critical evaluation and awareness of strengths — yet reminded me to push further, to give equal weight to areas for development and to anchor these in pedagogical research. It was a useful reminder that reflective practice is most valuable when it’s also vulnerable.
Perhaps most resonant was the deepening of my understanding around inclusivity. Through dedicated training, structured self-reflection, and honest discomfort, I confronted my own positionality as a white, male academic — considering what it means to facilitate rather than dominate conversations about race, identity, and access. Small changes — from format-flexible materials to embedding space for student voice — became meaningful acts of inclusion.
This module didn’t make me an “inspirational” teacher. It gave me the tools — theoretical, practical, and reflective — to move closer to becoming one. And it gave me a profound sense of responsibility to keep refining my practice in ways that are collaborative, evidence-informed, and above all, human.
Dean Walker 