School of Education

Dr Fiona Patrick

fiona_patrick
  • Lecturer (Professional Learning and Leadership)
  • Adviser of Studies (Social Sciences College Academic and Student Administration)

telephone: 01413304429
email: Fiona.Patrick@glasgow.ac.uk


Research interests

Teacher professional development; professional identity development; assessment and learning; teaching and learning in higher education.  

Jump to: 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2003
Number of items: 16.

2011

Baqadir, A., Patrick, F. , and Burns, G. (2011) Addressing the skills gap in Saudi Arabia: does vocational education address the needs of private sector employers? Journal of Vocational Education and Training, 63 (4). pp. 551-561. ISSN 1363-6820 (doi:10.1080/13636820.2011.589533)

Bellinger, A., Strivens, J., and Patrick, F. (2011) Service learning as community engagement: exploration of academic staff skills for assessment of learning. In: FACE Annual Conference, 29 June - 1 July 2011, University of Glasgow. (Unpublished)

Patrick, F. (2011) Assessing transformative learning in teacher education. In: FACE Annual Conference, 29 June - 1July, 2011, University of Glasgow . (Unpublished)

Carroll, M., Doherty, R. , McCulloch, M. , and Patrick, F. (2011) Teacher educators: evolving identities? In: ICET World Assembly, 11-14 July 2011, University of Glasgow. (Unpublished)

Jaap, A., and Patrick, F. (2011) The role of perceived self-efficacy in the development of musical ability: what can the study of successful musicians tell us about teaching music to able children? Citizenship, Social and Economics Education, 10 (1). pp. 46-55. ISSN 1478-8047 (doi:10.2304/csee.2011.10.1.46)

Patrick, F., and McPhee , A. (2011) Professional identity. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. SAGE. ISBN 9781849201285

2010

Patrick, F., Elliot, D. , Hulme, M. , and McPhee, A. (2010) The importance of collegiality and reciprocal learning in the professional development of beginning teachers. Journal of Education for Teaching: International Research and Pedagogy, 36 (3). pp. 277-289. ISSN 0260-7476 (doi:10.1080/02607476.2010.497373)

Menter, I., Hulme, M. , Elliot, D. , Lewin, J. , Baumfield, V. , Britton, A. , Carroll, M. , Livingston, K. , McCulloch, M. , McQueen, I. , Patrick, F. , and Townsend, A. (2010) Literature Review on Teacher Education in the 21st Century. The Scottish Government, pp. 681-687. ISBN 9780755995875 (Web only publication)

2009

McPhee, A., and Patrick, F. (2009) "The pupils will suffer if we don't work": teacher professionalism and reactions to policy change in Scotland. Scottish Educational Review, 41 (1). pp. 86-96. ISSN 0141-9072

2008

Hulme, M., Elliot, D. , McPhee, A. , and Patrick, F. (2008) Professional Culture Among New Entrants to the Teaching Profession. Project Report. GTCS/Scottish Government, Edinburgh, UK.

McPhee, A., and Patrick, F. (2008) "The pupils will suffer if we don't work": teacher professionalism and identity in Scotland post McCrone. In: European Conference on Educational Research, 8-12 Sept 2008, Gothenburg, Sweden.

2007

McPhee, A., and Patrick, F. (2007) What do students feel about PBL? Discussion of interim findings from a small scale study of medical and education students' experiences of problem-based learning in a Scottish university. In: European Conference on Educational Research, 19-22 Sep 2007, Ghent, Belgium. (Unpublished)

Patrick, F., Devlin, A.M. , McMahon, M. , McPhee, A. , Hall, J., Forde, C. , and Menter, I. (2007) Teacher Working Time Research (TWTR): survey results and teachers' professional identity. In: Joint Conference on Teacher Education and Teachers' Work, 15 June 2007, University of Strathclyde, Glasgow. (Unpublished)

2006

Forde, C., McMahon, M. , McPhee, A. , and Patrick, F. (2006) Professional development, reflection and enquiry. Paul Chapman Publishing, London. ISBN 1412919371

Menter, I., McMahon, M. , Forde, C. , Hall, J. , McPhee, A. , Patrick, F. , and Devlin, A.M. (2006) Teacher working time research: final report to the Scottish Negotiating Committee for Teachers. Project Report. Scottish Government / Scottish Joint Negotiating Committee, Edinburgh, UK.

2003

Patrick, F., Forde, C. , and McPhee, A.D. (2003) Challenging the 'New Professionalism': from managerialism to pedagogy? Journal of In-Service Education, 29 (2). pp. 237-254. ISSN 1367-4587 (doi:10.1080/13674580300200214)

This list was generated on Fri May 25 23:56:15 2012 BST.

£25,000: The Scottish Government. Literature Review on Teacher Education in the Twenty First Century. Expert reviewer (Teacher Professionalism). (2010)

£5,255: University of Glasgow Learning and Teaching Development Fund. What do students need from written feedback and how does feedback help them to learn? (2009-2010)

£40,000: GTC Scotland. Professional culture among new entrants to the teaching profession. With Hulme, McPhee, Elliot, Livingstone. (2007-2008)

£99,950: Scottish Joint negotiating Committee for Teachers. Teacher Working Time Research. With Menter, McMahon, McPhee, Forde, Hall, Devlin. (2005-2006)

£6059: University of Glasgow Teaching and Learning Fund. A project to develop an on-line course in professional studies within the PGDE(S). (2005-2006)

I supervise students at Masters and PhD level. I currently work with doctoral students who are involved in the following areas of study:

  • The recognition and development of musical ability.
  • The role of assessment in service learning.
  • Vocational education and training in the Kingdom of Saudi Arabia.

I would welcome enquiries from prospective PhD students in the areas outlined above, as well as in

  • history of education;
  • professional learning;
  • educational policy.

I teach on a range of undergraduate courses across several degree programmes. My teaching specialisms are in the history of education, philosophy of education (at undergraduate level) and systems of education. The main core of my teaching and course leadership is within the Fundamentals of Education series of modules for undergraduate students following non-teaching degree pathways in the university.