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
https://orcid.org/0000-0003-4205-7307Research 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.
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
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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
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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
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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
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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:
- Fiona MacDonald (First supervisor Robert Doherty)
- Mohammed Nayal (First supervisor Lesley Doyle)
- Marva Fitzpatrick (First supervisor Giovanna Fassetta)
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
- Deputy RTG leader: Cultures, Literacies, Inclusion & Pedagogy
- Adviser of Studies
- Course leader (Research and Enquiry Led Learning, PGDE)
- Reviewer, School of Education Ethics 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
