Dr Fiona Patrick

  • Senior Lecturer (Culture, Literacies, Inclusion & Pedagogy)

email: Fiona.Patrick@glasgow.ac.uk

College of Social Sciences, School of Education, R375c Level 3, St Andrew's Building, Glasgow, G3 6NH

ORCID iDhttps://orcid.org/0000-0003-4205-7307

Research interests

Research focus

My research and scholarship focuses on: teacher education knowledges and assessment and Neoliberalism and its impact on teacher education/higher education. My theoretical focus is the work of Michel Foucault, particularly his ideas on care of the self and how this concept helps us to explore teacher professional identity formation in Neoliberal times.

Research network

I am a member of the University of Glasgow Educational Assessment Network (UGEAN) which is part of the Robert Owen Centre for Educational Change

Methodological expertise

My empirical research currently focuses on approaches to action research. I have expertise in qualitative research and inductive thematic analysis. This expertise informs my own research, my doctoral supervision, and my research methods teaching (Open Studies on the EdD and Educational Enquiry on the MEDUC).

Action research

I am currently working with colleagues on two longterm action research projects to inform my teaching and promote transformational learning for teaching students:

1) Adaptive Subject Pedagogy: A New Model for Generating and Mediating Approaches to Subject Learning

Project team: David Morrison-Love, Fiona Patrick

Begun in 2018 and ongoing, this project has developed a new andragogical model to support Design & Technology Education students to integrate theories and research evidence with their practitioner reflections on learning and teaching. The aim is to support students to generate evidence-informed subject pedagogies. The model directly addresses the insufficiency of generic pedagogical approaches for Design & Technology as well as the theory-practice divide in teacher education. The model draws on research in the fields of: content and pedagogical knowledge for teaching; reflective practice; learning progressions; and learning transformations. It is also informed by the work the CAMAU Project and the University of Glasgow Assessment Network.  ITE students on the Design & Technology Education programme at the University of Glasgow are working collaboratively with us to shape and refine this model.

2) Art educators' evolving identities: Exploring the intersections between discipline, knowledge, and self.

Project team: Fiona Patrick, Fiona McGregor

Begun in 2018 and now in phase 3, this research explores the professional development journeys made by student teachers of Art and Design during their PGDE year. The project seeks to understand the extent to which teacher education supports them to develop knowledge of art practices, potentials and pedagogies. It also explores the ways in which we might better support student reflection on their development as teachers of Art and Design. We are also interested in students' prior identities as artists and whether these influence their approaches to teaching. This project holds potential to inform Art and Design teacher education, and also to support student teachers of other subjects to think about their approaches to: the use of artefacts; the self of the teacher as a resource; creative use of physical and temporal spaces; and creative approaches to lesson structures, content and pedagogies.

Publications

List by: Type | Date

Jump to: 2022 | 2021 | 2019 | 2018 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2003
Number of items: 34.

2022

Morrison-Love, D. and Patrick, F. (2022) Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model. Research in Science and Technological Education, (doi: 10.1080/02635143.2022.2116422) (Early Online Publication)

2021

Morrison-Love, D. and Patrick, F. (2021) The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy. In: PATT 38, 27th-30th April 2021,

2019

Morrison-Love, D. and Patrick, F. (2019) Integrating Knowledge for the Creation of Subject Pedagogies: An Adaptive Subject Pedagogy Model for ITE in Design & Technology. SERA 44th Annual Conference: Creative Visions for Educational Futures, Edinburgh, UK, 20-22 Nov 2019.

Patrick, F. and McGregor, F. (2019) Art Educators Evolving Identities: Exploring the Intersections between Discipline, Knowledge, and Self. SERA 44th Annual Conference: Creative Visions for Educational Futures, Edinburgh, UK, 20-22 Nov 2019.

Livingston, K. and Patrick, F. (2019) Knowledge Matters. Interdisciplinary Learning: Creative Thinking for a Complex World, Edinburgh, UK, 30 Jan 2019.

2018

Wright, G. A., Reeves, E., Williams, J., Morrison-Love, D. , Patrick, F. , Gineste, J., Mammes, I. and Graube, G. (2018) Abridged international perspectives of technology education and its connection to STEM education. International Journal of Education, 10(4), 31 -56. (doi: 10.5296/ije.v10i4.13704)

Honeychurch, S. and Patrick, F. (2018) Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community. Research in Comparative and International Education, 13(1), pp. 117-134. (doi: 10.1177/1745499918768112)

2016

Crichton, H. and Patrick, F. (2016) Learning Under Construction: Students’ Perceptions of Constructivist Approaches to Teaching, Learning and Assessment at Masters Level. ECER 2016, Dublin, Ireland, 22-26 Aug 2016. (Unpublished)

Forde, C. , O'Brien, J. P. and Patrick, F. (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. In: Martin, C. and Smith, H. (eds.) Mental Health and Well-Being in the Learning and Teaching Environment. Swan and Horn: London. ISBN 9781909675025

2015

Lally, V., Devlin, A.M. and Patrick, F. (2015) Developing a postgraduate certificate in primary science education: final report. Project Report. Glasgow University/Scottish Government, Edinburgh / Glasgow, UK.

Jaap, A. and Patrick, F. (2015) Teachers’ concepts of musical talent and nurturing musical ability: music learning as exclusive or as opportunity for all? Music Education Research, 17(3), pp. 262-277. (doi: 10.1080/14613808.2014.950559)

2014

Razzaq, J. and Patrick, F. (2014) Changing Scottish education policy definitions of what it means to be a teacher: fit for a diverse system? In: Diverse Teachers for Diverse Learners, Glasgow, UK, 28 - 30 May 2014,

Patrick, F. (2014) Making the transition to a ‘knowledge economy’ and ‘knowledge society’: exploring the challenges for Saudi Arabia. In: Wiseman, A. W., Alromi, N. H. and Alshumrani, S. A. (eds.) Education for a Knowledge Society in Arabian Gulf Countries. Series: International perspectives on education and society (24). Emerald Group Publishing Ltd., pp. 229-251. ISBN 9781783508334 (doi: 10.1108/S1479-367920140000024018)

Patrick, F. and McPhee, A. (2014) Evaluating the use of problem-based learning in a new initial teacher education degree. Teacher Advancement Network Journal, 6(2), pp. 3-12.

2013

Patrick, F. (2013) Neoliberalism, the knowledge economy, and the learner: challenging the inevitability of the commodified self as an outcome of education. ISRN Education, 2013, Art. 108705. (doi: 10.1155/2013/108705)

2012

Hayward, L. et al. (2012) Assessment at Transition. Project Report. University of Glasgow, Glasgow, UK.

Hayward, L. et al. (2012) Assessment at Transition: Executive Summary. Documentation. University of Glasgow, Glasgow.

Hayward, L. et al. (2012) Assessment at Transition: Report. Documentation. University of Glasgow, Glasgow.

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. (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, University of Glasgow, 29 June - 1 July 2011, (Unpublished)

Patrick, F. (2011) Assessing transformative learning in teacher education. In: FACE Annual Conference, University of Glasgow, 29 June - 1July, 2011, pp. 1-7. (Unpublished)

Carroll, M., Doherty, R., McCulloch, M. and Patrick, F. (2011) Teacher educators: evolving identities? In: ICET World Assembly, University of Glasgow, 11-14 July 2011, (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. (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: London. 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. (doi: 10.1080/02607476.2010.497373)

Menter, I. et al. (2010) Literature Review on Teacher Education in the 21st Century. Other. The Scottish Government, Edinburgh, UK.

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.

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, Gothenburg, Sweden, 8-12 Sept 2008,

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, Ghent, Belgium, 19-22 Sep 2007, pp. 1-11. (Unpublished)

Patrick, F. , Devlin, A. , 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, University of Strathclyde, Glasgow, 15 June 2007, (Unpublished)

2006

Forde, C. , McMahon, M. , McPhee, A. and Patrick, F. (2006) Professional Development, Reflection and Enquiry. Paul Chapman Publishing: London. ISBN 9781412919364

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. (2003) Challenging the 'New Professionalism': from managerialism to pedagogy? Journal of In-Service Education, 29(2), pp. 237-254. (doi: 10.1080/13674580300200214)

This list was generated on Thu Dec 8 05:46:41 2022 GMT.
Number of items: 34.

Articles

Morrison-Love, D. and Patrick, F. (2022) Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model. Research in Science and Technological Education, (doi: 10.1080/02635143.2022.2116422) (Early Online Publication)

Wright, G. A., Reeves, E., Williams, J., Morrison-Love, D. , Patrick, F. , Gineste, J., Mammes, I. and Graube, G. (2018) Abridged international perspectives of technology education and its connection to STEM education. International Journal of Education, 10(4), 31 -56. (doi: 10.5296/ije.v10i4.13704)

Honeychurch, S. and Patrick, F. (2018) Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community. Research in Comparative and International Education, 13(1), pp. 117-134. (doi: 10.1177/1745499918768112)

Jaap, A. and Patrick, F. (2015) Teachers’ concepts of musical talent and nurturing musical ability: music learning as exclusive or as opportunity for all? Music Education Research, 17(3), pp. 262-277. (doi: 10.1080/14613808.2014.950559)

Patrick, F. and McPhee, A. (2014) Evaluating the use of problem-based learning in a new initial teacher education degree. Teacher Advancement Network Journal, 6(2), pp. 3-12.

Patrick, F. (2013) Neoliberalism, the knowledge economy, and the learner: challenging the inevitability of the commodified self as an outcome of education. ISRN Education, 2013, Art. 108705. (doi: 10.1155/2013/108705)

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. (doi: 10.1080/13636820.2011.589533)

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. (doi: 10.2304/csee.2011.10.1.46)

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. (doi: 10.1080/02607476.2010.497373)

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.

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

Books

Forde, C. , McMahon, M. , McPhee, A. and Patrick, F. (2006) Professional Development, Reflection and Enquiry. Paul Chapman Publishing: London. ISBN 9781412919364

Book Sections

Forde, C. , O'Brien, J. P. and Patrick, F. (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. In: Martin, C. and Smith, H. (eds.) Mental Health and Well-Being in the Learning and Teaching Environment. Swan and Horn: London. ISBN 9781909675025

Patrick, F. (2014) Making the transition to a ‘knowledge economy’ and ‘knowledge society’: exploring the challenges for Saudi Arabia. In: Wiseman, A. W., Alromi, N. H. and Alshumrani, S. A. (eds.) Education for a Knowledge Society in Arabian Gulf Countries. Series: International perspectives on education and society (24). Emerald Group Publishing Ltd., pp. 229-251. ISBN 9781783508334 (doi: 10.1108/S1479-367920140000024018)

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

Research Reports or Papers

Lally, V., Devlin, A.M. and Patrick, F. (2015) Developing a postgraduate certificate in primary science education: final report. Project Report. Glasgow University/Scottish Government, Edinburgh / Glasgow, UK.

Hayward, L. et al. (2012) Assessment at Transition. Project Report. University of Glasgow, Glasgow, UK.

Hayward, L. et al. (2012) Assessment at Transition: Executive Summary. Documentation. University of Glasgow, Glasgow.

Hayward, L. et al. (2012) Assessment at Transition: Report. Documentation. University of Glasgow, Glasgow.

Menter, I. et al. (2010) Literature Review on Teacher Education in the 21st Century. Other. The Scottish Government, Edinburgh, UK.

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.

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.

Conference or Workshop Item

Morrison-Love, D. and Patrick, F. (2019) Integrating Knowledge for the Creation of Subject Pedagogies: An Adaptive Subject Pedagogy Model for ITE in Design & Technology. SERA 44th Annual Conference: Creative Visions for Educational Futures, Edinburgh, UK, 20-22 Nov 2019.

Patrick, F. and McGregor, F. (2019) Art Educators Evolving Identities: Exploring the Intersections between Discipline, Knowledge, and Self. SERA 44th Annual Conference: Creative Visions for Educational Futures, Edinburgh, UK, 20-22 Nov 2019.

Livingston, K. and Patrick, F. (2019) Knowledge Matters. Interdisciplinary Learning: Creative Thinking for a Complex World, Edinburgh, UK, 30 Jan 2019.

Crichton, H. and Patrick, F. (2016) Learning Under Construction: Students’ Perceptions of Constructivist Approaches to Teaching, Learning and Assessment at Masters Level. ECER 2016, Dublin, Ireland, 22-26 Aug 2016. (Unpublished)

Conference Proceedings

Morrison-Love, D. and Patrick, F. (2021) The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy. In: PATT 38, 27th-30th April 2021,

Razzaq, J. and Patrick, F. (2014) Changing Scottish education policy definitions of what it means to be a teacher: fit for a diverse system? In: Diverse Teachers for Diverse Learners, Glasgow, UK, 28 - 30 May 2014,

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, University of Glasgow, 29 June - 1 July 2011, (Unpublished)

Patrick, F. (2011) Assessing transformative learning in teacher education. In: FACE Annual Conference, University of Glasgow, 29 June - 1July, 2011, pp. 1-7. (Unpublished)

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

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, Gothenburg, Sweden, 8-12 Sept 2008,

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, Ghent, Belgium, 19-22 Sep 2007, pp. 1-11. (Unpublished)

Patrick, F. , Devlin, A. , 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, University of Strathclyde, Glasgow, 15 June 2007, (Unpublished)

This list was generated on Thu Dec 8 05:46:41 2022 GMT.

Grants

Research funding

Project title

Camau i’r Dyfodol 

Project staff 

David Morrison-Love  (PI), Kara Makara (PI), Fiona Patrick, Jennifer Farrar, Fran Valdera-Gil, Louise Hayward, Chris Chapman, Lesley Wiseman-Orr, Estelia Borquez Sanchez, Lorraine Sheckleton. [This project is run in partnership with the University of Wales Trinty Saint David. PI: Dr Sonny Singh.]

Project description

The Camau i’r Dyfodol project (Steps to the Future) is a 3-year joint project of the University of Wales Trinity Saint David and the University of Glasgow in collaboration with Welsh Government. The project is designed to develop new knowledge and support the realisation of Curriculum for Wales by working with teachers and educational partners across the system to co-construct project outputs that will advance practical understandings of learning progression. Change led by those at the heart of the system provides the best opportunity for sharing expertise, building confidence, fostering coherence across the system and for supporting the different people and organisations who matter in education in Wales.

Awarding Body

Welsh Government

Duration

2022-2025

_____________________________________________________________________________

Project title 

Literature Review on Teacher Education in the Twenty First Century

Project staff 

Lead authors: Ian Menter, Moira Hulme, Dely Eliot, John Lewin

Literature review team: Vivienne Baumfield, Alan Britton, Mike Carroll, Kay Livingston, Margaret McCulloch, Irene McQueen, Fiona Patrick, Tony Townsend

Project decription

This literature review was commissioned by the Education Analytical Services Division (EASD) of the Scottish Government. It formed part of a larger programme of work contributing to the Review of Teacher Education in Scotland (RTES). This literature review informed the work of the Donaldson Committee review of teacher education which led to the publication of the report Teaching Scotland's Future

Awarding body

Scottish Government

Duration

2010

________________________________________________________________________________

Project title 

Professional culture among new entrants to the teaching profession

Project staff 

Moira Hulme (PI); Dely Eliot, Kay Livingston, Fiona Patrick

Project decription

This research was commissioned by the General Teaching Council for Scotland, in partnership with the Scottish Government and is based on an acknowledgement that the process of becoming a teacher has changed significantly since the 2001 National Agreement (A Teaching profession for the 21st Century). The key remit for the research was to explore the proposition that teachers who have qualified for registration over the past five years have a different outlook on teaching as a profession to that of their more experienced colleagues.

Awarding body

The General Teaching Council for Scotland; Scottish Government

Duration

2007-2009

________________________________________________________________________________

Project title 

Teacher Working Time Research

Project staff 

Ian Menter (PI); Christine Forde, Margery McMahon, Alastair McPhee, Fiona Patrick, John Hall and Alison Devlin. 

Project description

This research was commissioned to assess the extent to which a 35 hour working week had been achieved following the Teachers’ National Agreement, A Teaching Profession for the 21st Century (2001). An important element of the National Agreement was the formal adoption of a 35 hour working week as the basic contractual working time agreed for all teachers in Scotland, including those in promoted posts as well as those who were unpromoted. 

Awarding body

Scottish Joint negotiating Committee for Teachers

Duration

2005-2006

________________________________________________________________________________

SoTL funding

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)

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

Supervision

Current doctoral students

I am first supervisor for the following doctoral students: 

Neela Choudhury: Constructing the professional identities of trainee teachers in UK University-based initial teacher education: a postmodern analysis

William Grant: Protecting transformative optimism in the art classroom: Exploring aspirant art teachers' shifting ideals

Weijun Liang: Understanding the influences of globalised concepts of teacher quality and effectiveness on teacher education: A case study of two teacher education programmes in Scotland and in China. (Joint with David Morrison-Love.) 

Elizabeth Tomacruz: Foucauldian genealogical analysis of backwards design.

Deborah van der Linde: Digital inclusion in British Columbia's public libraries. 

Emma Whillis: What are the power relations, exercised through educational discourses supporting the National Curriculum, that influence the classroom practice of science teachers working in areas of high socio-economic disadvantage?

 

I am second supervisor for the following EdD students:

 

Completions 2020-to date

Dawn Dane (2022) A qualitative study about first year students’ experiences of transitioning to higher education and available academic support resources

Paul Carabine (2022) The influence of education policy on teaching and learning in England in shaping secondary school teacher identity. 

Joanna Neil (2021) Making the invisible visible: creating spaces for reflexive artistic practices through digital autoethnography

Angeliki Kleanthous (2021) Collaboration through Blogging to Develop Writing and Speaking Skills in English for Specific Purposes (ESP)

Sarah Honeychurch (2021) The emergence of participatory learning: authenticity, serendipity and creative playfulness

Joe Binetti (2020) Steiner education: freedom, spirituality, and creativity.

Brandi Love (2020) Understanding transformative learning in professional technical education: the circular framework of change.

 

 

Teaching

I teach on a range of programmes and courses in the School of Education at undergraduate and postgraduate levels:

  • Open Studies 1 and 2 (EdD)
  • Educational Enquiry 4 (MEduc)
  • Fundamentals of Education 1A (MEduc)
  • Fundamentals of Education 1B (MEduc)
  • Becoming a Teacher (PGDE)
  • Research and Enquiry-Led learning and Teaching (PGDE)

My teaching expertise focuses on the following areas:

  • Educational theory and practice
  • History of education
  • Qualitative research methods
  • Practitioner enquiry

Additional information

School of Education roles

External Roles

  • 2018-to date: External examiner, PGDE taught courses, Edinburgh Napier University
  • 2007-2011: External examiner, BEd Elective courses, University of Strathclyde
  • I peer review for a number of international education journals