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

Import to contacts

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

Research interests

Research focus

My research and scholarship focuses on teacher education knowledges and assessment.

Teacher education knowledges

Theoretically this work is informed by Lee Shulman's concept of pedagogical reasoning and Stepney and Thomson's concept of theorising practice. Both theories inform my scholarship and my approach to professional knowledge development in ITE. I am currently working with David Morrison-Love to understand how to support the development of pedagogic reasoning with MDTechEd students through the use of David's Adaptive Subject Pedagogy model. We are currently developing a theory of practice from this work centred on knowledge development as part of pedagogic reasoning. 

Assessment

My work on assessment currently centres on the Camau i'r Dyfodol project (PIs: Makara Fuller, Morrison-Love, and Singh). This project is working with education professionals and policymakers across the education system in Wales to co-construct knowledge of learning progression and assessment to support realisation of the new Curriculum for Wales. The Camau i'r Dyfodol wepage contains further information about the project.

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

I have expertise in qualitative analysis, particularly inductive thematic analysis and conducting narrative synthesis literature reviews.

 

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2021 | 2019 | 2018 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2003
Number of items: 37.

2023

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales. Project Report. University of Glasgow and University of Wales Trinity Saint David.

Morrison-Love, D. and Patrick, F. (2023) The Adaptive Subject Pedagogy Model: Understanding Pre-Service Teachers’ Pedagogical Reasoning in Design & Technology. In: 40th International Pupils’ Attitudes Towards Technology Research Conference (PATT40), Liverpool, UK, 31 Oct - 03 Nov 2023,

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning. Project Report. University of Glasgow and University of Wales Trinity Saint David.

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 Mon May 27 06:29:44 2024 BST.
Number of items: 37.

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

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales. Project Report. University of Glasgow and University of Wales Trinity Saint David.

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning. Project Report. University of Glasgow and University of Wales Trinity Saint David.

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. (2023) The Adaptive Subject Pedagogy Model: Understanding Pre-Service Teachers’ Pedagogical Reasoning in Design & Technology. In: 40th International Pupils’ Attitudes Towards Technology Research Conference (PATT40), Liverpool, UK, 31 Oct - 03 Nov 2023,

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 Mon May 27 06:29:44 2024 BST.

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

First supervision

Jessica Eng: Former children’s rights students’ perceptions of children’s possibilities and abilities for democratic participation. 

Evelyn McLaren: Initial Teacher Education (ITE) students’ understanding of food and nutrition education and their role in supporting pupils’ capabilities in adopting health promoting behaviours.

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?

 

Second supervision

Lesley Forsythe (First supervisor Professor James Conroy)

Yulong Li (First supervisor Kevin Proudfoot)

Fiona MacDonald (First supervisor Robert Doherty)

Marva Fitzpatrick (First supervisor Giovanna Fassetta)

 

Current submissions

Elizabeth Tomacruz: Foucauldian genealogical analysis of backwards design.

Haili Hughes: How, if at all, has remote learning during the Covid-19 pandemic changed experienced teachers’ perceptions of their identity as an educator in England?

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.) 

Completions (2021-to date)

William Grant (2023) Protecting transformative optimism in the art classroom: Exploring aspirant art teachers' shifting ideals

Neela Choudhury (2023) Understanding beginning teachers' professional identity using a Foucauldian lens: the importance of networks of power and care of the self

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

 

 

 

Teaching

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

  • Fundamentals of Education 1A (MEduc)
  • Fundamentals of Education 1B (MEduc)
  • Education in Practice (Secondary) (MDTechEd)
  • Research and Enquiry-Led Learning and Teaching (PGDE)
  • Fundamentals of Formal Education (MSc)

My teaching expertise focuses on the following areas:

  • Educational theory and practice
  • Assessment
  • History of education
  • Practitioner enquiry

Additional information

Other roles

  • Deputy RTG leader: Cultures, Literacies, Inclusion & Pedagogy 
  • Senior Adviser of Studies and Depute Chief Adviser, School of Education
  • Reviewer, School of Education Ethics Committee
  • Member, College of Social Sciences Appeals Committee

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