Pedagogy, Praxis and Faith
Pedagogy, Praxis and Faith
The Pedagogy, Praxis and Faith Research and Teaching Group is composed of a team with strong disciplinary expertise and experience in different strands of Education, Teacher Education and other academic disciplines. These include: Art, Design and Technology, Health and Wellbeing, History, Languages, Religious Education, Social Studies and STEM. Some of the key aims of Pedagogy, Praxis and Faith are to strengthen the research foundations of these disciplines, to be creative and innovative in approaches to pedagogy and to explore interdisciplinary learning and teaching. There are existing national and international strengths in Catholic Education, Environmental Issues, Mathematics Education, Religious Education and STEM in Pedagogy, Praxis and Faith. There are emerging strengths in areas that are becoming increasingly important in education: Health and Well Being, the use of VR in learning and teaching and interdisciplinary learning. The research and scholarship dimension of Pedagogy, Praxis and Faith is strong and continues to be strengthened.
Many of the academic staff in Pedagogy, Praxis and Faith have close links with the Scottish Government, Government Agencies, local authorities, charities, Churches and other agencies in Scotland and the United Kingdom. They are also engaged in a variety of consultation and research and scholarship work .
FranciscoValdera-Gil is the co-chair of the Scottish Council Deans Education Modern Languages group. Ismail Zembat is on the Education Scotland National Network on Numeracy and Mathematics. Willie McGuire, Brian Leslie and Clare Smith support the work of the Scottish Qualifications Authority. Jennifer Farrar is the co-convener of the UK Literacy Association’s Special Interest Group on critical literacy. Mary Lappin is a member of the National Executive Committee of the Association of Catholic Primary Head Teachers in Scotland. Ria Dunkley is a member of Learning for Sustainability Scotland. Leonard Franchi is a Council Member of the Scottish Catholic Historical Association.
There is also a well-established international dimension to the research and teaching of the members of Pedagogy, Praxis and Faith. Many of our staff have extensive experience of working in education systems in other parts of the world. They also have active international research and teaching collaborations with partners in Europe, Russia, North America, India and Australia. Some colleagues also lead or support international research groups, networks and Associations. Stephen McKinney is a member of the Council of the European Educational Research Association (EERA). David Morrison-love is a member of the International Educational Assessment Network. Leonard Franchi is a member of the Executive of the Association of Catholic Institutes of Education.
The flagship Teacher Education programmes within the School are led by staff within Pedagogy, Praxis and Faith: The Master of Education (MEduc) and the Postgraduate Diploma in Education (PDGE). Pedagogy, Praxis and Faith also hosts the Professional Practice with PGDE MEd. Other major programmes within the RTG are the Master of Design &Technology Education (MDTechEd) and MA in Religious and Philosophical Education (MARPE). The learning and teaching on these programmes The School of Education suite of Religious Education courses is operated by the St. Andrew’s Foundation in conjunction with Pedagogy, Praxis and Faith and the other Research and Teaching Groups.
01 SepFollowing the departure of Professor Jo-Anne Murray, a new co-convener, Willie McGuire, will assume her former role from this session - a leadership role at institutional level.
01 SepGabriella Rodolico, Mark Breslin and a colleague from Italy, Anna Maria Mariani, are presenting their work about “… Internationalisation Experience via Digital Platform …” at the Social & Digital Change Symposium that takes place on September 10, 2021.
28 JunA recent paper by David Morrison-Love compared the problem-solving activity of groups with more and less successful technological solutions. Epistemic, cognitive and social differences suggest the need for pedagogy that purposefully cultivates contextual and technological links in pupils’ thinking.