Beverley McCormick is an educator, academic and Course Director for PGCE Primary at Ulster University, Northern Ireland.

Teaching is rarely a straight path. For many of us, it is an adventure shaped by people who believe in us, moments that challenge us, and communities that help us grow. When I reflect on my own professional journey, from classroom teacher to teacher educator, one thing has remained constant: a belief in the power of education to help people flourish.

Why I got into education

My journey into teaching began long before I ever stood at the front of a classroom. During my formative years, I attended three different primary schools, two in Northern Ireland and one in London, where my family lived for a period of time. What stayed with me from those experiences was not just what I learned, but how I was allowed to learn. In each school, I encountered teachers who believed in me, gave me space to play and explore, and encouraged me to develop as an individual.

As a pupil, I was curious and passionate about a wide range of subjects: science, geography, art and literacy. While my teachers said I talked too much, and dreamed my way through classes, thankfully they recognised this as a strength and provided opportunities to be creative and learn through social constructivism. I considered careers in architecture and interior design, but none felt quite right. It was my A-level geography teacher who first suggested teaching as a profession – a moment that, at the time, felt simple but proved to be pivotal. Teaching, I realised, would allow me to indulge my love of multiple disciplines whilst working with people every day.

I applied for a Bachelor of Education, choosing geography and primary education deliberately. I loved the breadth of the curriculum and the opportunity to support children’s learning holistically. Graduating in 2003, I was fortunate to secure a teaching post in a primary school in Londonderry, Northern Ireland and that is where the real learning began.

The reality of the classroom

I still vividly remember my first day as a teacher. I was teaching a Primary 2 class (Year 1 in England), and the principal led me to a room of 28 eager children. As I stood there, seeing them looking back at me, I remember thinking: four years at college did not prepare me for this!

What followed were years of rapid professional growth. Supported by experienced colleagues who guided, encouraged and challenged me, my NQT years were a period of learning unlike any other. I learned that teaching is complex, relational and deeply human. It requires resilience, reflection and a willingness to adapt every single day.

STEM, practical learning and engaging disadvantaged learners

As I became more confident in my practice, I grew increasingly aware of the different ways in which children engage with learning and, just as importantly, how some can become disengaged. Working in a school serving a community with significant social and economic challenges, I saw first-hand how traditional, passive approaches to teaching did not always meet the needs of all learners.

STEM education, particularly ICT and science, became a powerful way for me to engage pupils who were at risk of disengagement, especially boys from disadvantaged backgrounds. Practical, hands-on learning provided opportunities for these pupils to succeed, to problem-solve, and to see themselves as capable learners. Coding, investigations, making and designing offered a sense of purpose and agency that was not always present in more conventional lessons. Technology, when used thoughtfully, levelled the playing field. It allowed children to demonstrate understanding in different ways, supported collaboration, and encouraged creativity. I was particularly motivated by the impact this had on pupils who struggled with literacy or who had previously lacked confidence in the classroom. Seeing those children take ownership of their learning reinforced my belief that inclusive, practical pedagogy is not an ‘extra’, but essential.

This commitment led me to establish my school’s first Code Club and to embed STEM meaningfully across the curriculum. Importantly, this work was never about technology for its own sake. It was about equity, access and ensuring that all children regardless of background could see a place for themselves in learning.

Finding my passion and a standout highlight

I spent almost 16 years in that school, teaching across every key stage. Over time, I developed a particular passion for STEM education and digital learning. I became increasingly interested in how technology could support creativity, problem-solving and inclusion, rather than simply being an add-on to practice. During this period, I was highly commended as an IT Educator by the British Computer Society and later awarded STEM Educator of the Year in 2018. This recognition remains a standout career highlight for me. Not simply because of the award itself, but because it acknowledged sustained, reflective practice focused on inclusion, engagement and meaningful learning. It affirmed that work grounded in classroom realities can have impact beyond the school gates.

From classroom teacher to global educator and academic

After 16 years, I made the difficult decision to step away from school teaching and embrace a new challenge – moving into a global educator role within an EdTech company. This experience was transformative. It reminded me that teachers possess a wide range of skills that are highly valued beyond the classroom: communication, leadership, adaptability and critical thinking. At the same time, I was completing my Master’s in Education, which deepened my engagement with research and professional inquiry. This combination of practice, industry and academic study enabled me to move into higher education as a lecturer and researcher, focusing on leadership in education. One particularly humbling highlight was being invited to speak at an international education conference in Auckland, New Zealand in 2024. Engaging with educators from across the world reinforced how shared many of our challenges are and how valuable professional dialogue can be.

Today, as Course Director for PGCE Primary at Ulster University, I see my role as one of connection: connecting research and practice, theory and classroom reality, and student teachers with the professional community they are entering.

Looking to the future

I feel incredibly fortunate to have achieved so much in my career so far. Looking ahead, I hope to continue publishing research, supporting educational progression locally and internationally, and collaborating with others who are committed to improving learning experiences for children and teachers alike.

I particularly enjoy working with others on collaborative projects and developing capacity within professional networks. My next step is to further develop work within the LEGO® Serious Play® network – an approach that aligns strongly with my belief in creativity, reflection and dialogue as powerful tools for professional learning.

Why the Chartered College of Teaching matters

Throughout my teaching career, I had been aware of the Chartered College of Teaching. At various points, I accessed blogs and online materials often during times when I was hungry for professional development but unable to access it in school. Those experiences planted the seed for my decision to pursue a Master’s degree and engage more deeply with evidence-informed practice.

In 2024, a chance meeting with Chartered College colleagues from different roles across Northern Ireland reignited my desire to become more involved. Conversations with them helped me recognise the value I brought to education, something that, like many teachers, I perhaps underestimated.

Teaching can be isolating. It can be difficult to see beyond the walls of your own classroom, particularly in busy, demanding contexts. That isolation can narrow aspiration and limit professional confidence. For me, the Chartered College of Teaching provided a way out of that isolation.

Initially, I joined because I wanted to support the professional development of teachers. What I found was a community: a space where teachers’ voices matter, where evidence is accessible, and where professional dialogue is encouraged. Through the Chartered College, I can stay connected to classroom realities, understand current challenges and trends, and ensure my work in higher education remains grounded and relevant.

Becoming a Fellow of the Chartered College of Teaching was a powerful reflective process. It allowed me to articulate my professional values, recognise my impact, and position myself within a wider professional narrative. I also believe it is vital that my students – future teachers – are aware of the Chartered College and the support it offers: accessible, peer-reviewed insights that can help them navigate the complexities of teaching from the very start of their careers.

Final reflections

My journey into teaching began with teachers who believed in me. It has taken me across classrooms, sectors and continents, but it has always been rooted in the same core belief: that education is at its best when it is reflective, collaborative and grounded in evidence.

The Chartered College of Teaching has played an important role in helping me to remain connected, confident and professionally curious. I would encourage any classroom teacher, wherever you are in your career, to consider joining this community. Teaching is not something we should do alone.

Learn more about membership of the Chartered College of Teaching.