Dr Fiona Patrick
- Senior Lecturer (Culture, Literacies, Inclusion & Pedagogy)
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.
I am a member of the University of Glasgow Educational Assessment Network (UGEAN) which is part of the Robert Owen Centre for Educational Change.
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).
I am currently working with colleagues on two 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.
£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)
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.
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:
- Fiona MacDonald (First supervisor Robert Doherty)
- Mohammed Nayal (First supervisor Lesley Doyle)
- Marva Fitzpatrick (First supervisor Giovanna Fassetta)
Completions 2016-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.
Mohammed Al Harbi (2018) Exploring English language teaching approaches in Saudi Higher Education in the West Province.
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
School of Education roles
- Deputy RTG leader: Cultures, Literacies, Inclusion & Pedagogy
- Chief Adviser of Studies
- Adviser of Studies (MARPE, MEDUC and MDTechEd)
- Course leader (Research and Enquiry Led Learning, PGDE))
- Reviewer, School of Education Ethics Committee
- Member, Learning and Teaching Committee
- Member, Progress Committee
- 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