Dr Fiona Patrick
- Senior Lecturer (Culture, Literacies, Inclusion & Pedagogy)
I have a range of research interests including teacher education, professional identity development, and education theory (particularly the work of Michel Foucault and Paulo Freire). My most recent publications focus on the effects of neoliberalism on higher education and learning, and teacher understanding and confidence in STEM education. I am also conducting research with my colleague Fiona McGregor on the development of professional identity among teachers of aesthetic subjects.
£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
Paul Carabine: The influence of education policy on teaching and learning in England in shaping secondary school teacher identity.
William Grant: Protecting transformative optimism in the art classroom: Exploring aspirant art teachers' shifting ideals
Sarah Honeychurch: Underexplored issues determining the effectiveness for learning of peer interaction.
Angeliki Kleanthous: Using blogs to support ESL students' writing skills.
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.)
Joanna Neil: Making the invisible visible: Using digital technologies to capture, recall and re-see the reflective process.
Brandi Stevenson: Vocational education and transformative learning theory: To what extent is transformative learning present in vocational education?
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?
Joe Binetti (2020) Rudolf Steiner's pedagogy: Freedom, Spirituality, and Creativity.
Mohammed Al Harbi (2018) Exploring English language teaching approaches in Saudi Higher Education in the West Province.
Paul Argyle McDonald (2017) Mathematical problem solving and problem posing within the Curriculum for Excellence. An investigation of Scottish teachers' beliefs and current practices.
Rille Raaper (2016) Student assessment in neoliberalised universities: issues of discipline and governmentality.
I currently teach on the following courses:
- Professional Enquiry (PGDE)
- Open Studies 1 and 2 (EdD)
- Educational Enquiry 4 (MEduc)
- Faiths, Philosophies and Contemporary Culture (MARPE)
I hold the following roles in the School of Education:
- Chief Adviser of Studies
- Adviser of Studies (MARPE, MEDUC and BACD)
- Course leader, Educational Enquiry (MEDUC)