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Kruger  \nUniversity of South Australia  \nAt the beginning of my academic journey I held the belief that I would learn to teach simply by teaching. To my dismay, I had underestimated the complicated nature of teaching in higher education and gave little consideration to the ways students learn. Feeling overwhelmed by my situation, I began questioning my teaching practices and student learning. It was then I understood that my teaching skill and conceptions of teaching and learning lacked a theoretical framework. Missing an important piece of the teaching and learning puzzle, I have been on a quest to seek answers. This paper outlines my journey of professional discovery through my experiences in the Graduate Certificate in Education. This transformative experience has aided in expanding my teaching and learning horizon by focusing on diverse learners and inclusive teaching practices.  \nIntroduction  \nI bCegenantre mfoyr aRcaegidoemnalicEcnagraegeremnnt, 20U0ni6veatrsitythoef  \nSouth Australia. I was enthusiastic, excited, and passionate about my new position as lecturer in the undergraduate Social Work Program. Much of my previous working life had been spent working in State Government as a Human Service Practitioner. I assisted communities, organizations, groups, families, and individuals to meet their full potential on an intellectual, physical and emotional level, even against the greatest odds. The central focus of this work involved advocacy, social change, empowerment, equity, respect for client choice,  \nand human rights of youth and juvenile offenders (Mass, 2000). I firmly believed that I would learn to teach through the act of teaching. However, as time passed I soon came to appreciate that experience alone does not necessarily guarantee teaching quality. Reflecting on my teaching experiences in 2006 and 2007, I found that I was a gatekeeper of knowledge and directed the learning process. This power meant that students played a passive role in their own education. I realized that this was not an adequate way to teach and thus felt a strong sense of despair, isolation and insecurity about my teaching and student learning. What self-confidence I had turned to self-doubt, my enthusiasm to exhaustion, and my excitement to apprehension. I understood  \nthat my personal experiences of teaching were valuable; however, I lacked knowledge about teaching and learning that was based on research (Kreber & Cranton, 2000) .  \nGraduate Certificate in Education  \nThe University of South Australia began offering the Graduate Certificate in Education (University Teaching), now called the Graduate Certificate in Education (Academic Practice), in 2007. Policy requirement mandated that all new academic staff appointments (levels A-C) undertake the Graduate Certificate in Education (GCE) as a condition of probation (Quinn, 2010) . As I had been appointed the year before the commencement of this policy requirement, there was no obligation for me to undertake this program. I desired to enhance my effectiveness as a teacher (Gibbs & Coffey, 2004), and to develop conceptions of teaching and student learning. I believed that the GCE, the aim of which was to enhance the quality of teaching and learning by developing understandings and abilities through highly relevant, flexible, and comprehensive inservice education for academic staff at graduate level, aligned with my teaching goals. This paper explores some of the transformative experiences I have had while taking the GCE, which has assisted me to expand my teaching and learning horizon.  \nReflection  \nThe value of reflective practice in teaching is widely acknowledged in the literature (Kane, Sandretto,& Heath, 2004; Lea & Callaghan, 2008; O’Brien & Hughes, 2006; Schon, 1983; Zeichner, 1994) . A reflective practitioner is someone “who engages with his or her experience in ways that turn it into meaningfu","cbCaikIWxmSYDphk","https://ap.wps.com/l/cbCaikIWxmSYDphk","pdf",747731,"English","# Introduction\n# Graduate Certificate in Education\n# Reflection\n# Diverse Learners","[{\"question\":\"Why did the author question their teaching practices?\",\"answer\":\"They realized experience and enthusiasm did not guarantee teaching quality. Reflection showed their approach acted as a gatekeeping power that positioned students passively, prompting concern about student learning.\"},{\"question\":\"What role did the Graduate Certificate in Education play?\",\"answer\":\"It provided a structured, supportive environment that challenged the author to critically reflect on teaching and develop understandings and abilities aligned with improving teaching and learning.\"},{\"question\":\"How did teaching change after the program?\",\"answer\":\"The author moved from teacher-directed methods toward a student-centred approach, shifting power toward students. They also adopted new instructional roles such as facilitator, mentor, supporter, and guide.\"}]","A Transformative Experience: Expanding My Teaching and Learning Horizon | PDF",1792087356,15]