Meet Teresa, a passionate Early Childhood Teacher at Parkdale Family Children’s Centre. With a rich background in the arts and a Master of Teaching (Early Childhood) from the Faculty of Education, Teresa brings creativity, empathy, and deep reflection into every corner of her classroom. Her journey—from sculptor to educator, from graduate to mother—has shaped a teaching philosophy rooted in curiosity, play, and connection.
1.What course did you study at the Faculty of Education (then MGSE)?
I studied a Master of Teaching (Early Childhood). Before that, my path began in the arts—I was at the Victorian College of the Arts where I completed a Bachelor of Visual Arts (Sculpture and Spatial Practice) and later an Honours year. That foundation in creativity and reflection deeply shaped how I approach teaching today.
2.What do you remember fondly from your time there?
I remember the people—students who had travelled from every corner of the country, each carrying their own stories and perspectives. I remember lecturers whose varied journeys had led them to teaching, some with quiet devotion, others with fiery passion. I also remember how challenging it was to adjust to the language of critical reflection. Coming from an arts background, I was familiar with reflection, but the academic voice—its depth, its advocacy for children—felt like stepping into an entirely new world. It was daunting, but also profoundly eye-opening.
3.What do you love most about your current role?
The children. Always the children. Returning after maternity leave has been a transformation in itself; each chapter of my life has reshaped me as a teacher. I was one teacher as a graduate, another as I found my rhythm, another still while pregnant, and now—after motherhood—I bring yet a different perspective back into the classroom.
I’ve held many roles: room leader, supporting educator, responsible person for management, educator, brief time as educational leader. This year I stepped back in as a casual ECT/Diploma and am now acting ECT for three-year-olds. Through it all, the children remain at the heart, with their endless curiosity and wonderings. I also deeply value my colleagues. Educators who may not always have the “flashy” qualifications but should be called teachers whose wisdom, creativity, and passions inspire me every day.
4.What helped you most as a graduate teacher when you first started out?
Saying “yes” and trusting the flow. Of course, anxiety and imposter syndrome often whispered, “Can I really do this?” But supportive people around me made all the difference. Finding colleagues who shared my passions or even those who challenged me in the right ways, helped me grow into my role with courage.
5.What advice can you give current students about how they approach placement?
Be a sponge. Soak up everything. Be bold, be curious, and lean into play. Step into the shoes of a child: be a pirate, an elephant searching for a T-Rex friend, or a sparkle of imagination. Ask questions, chase the “why,” and let yourself be surprised. Placement isn’t just practice. It’s discovering the possibilities of what teacher you could become.
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