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

Biography

I am a member of the Cultures, Literacy, Inclusion and Pedagogy research and teaching group (CLIP) and the University of Glasgow Educational Assessment Network. I have worked for several years in the University, developing knowledge and expertise of theory and practice in assessment and pedagogies.

Research interests

Research and scholarship interests

My research and scholarship is focused around two themes: the development of pedagogical reasoning as a core professional knowledge in teacher education, and understanding assessment in relation to curriculum and pedagogy.

Since 2021, my research on pedagogical reasoning with David Morrison-Love has centred on understanding how this might be developed during initial teacher education. Working with students on the MDTechEd programme we have explored the use of David's Adaptive Subject Pedagogy Model as a way of supporting the development of pedagogical reasoning. As part of this research we are developing a methodology for researching our practice which builds on the work of Stepney and Thomson and Coghlan and Rigg to propose abductive reasoning as a way of exploring and understanding practice issues.

My research on assessment focuses on the Camau i'r Dyfodol project which works with education professionals and policymakers in Wales to co-construct knowledge of learning progression and assessment in the context of the new Curriculum for Wales. The project is based on the principle that change led by those at the heart of an education system provides the best opportunity for sharing expertise, building professional confidence, and fostering a coherent approach to curriculum change.

Methodology and analysis

I use qualitative interpretivist approaches in my research and scholarship. I have particular expertise in inductive thematic analysis and conducting narrative synthesis literature reviews.

 

Publications

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Jump to: 2025 | 2024 | 2023 | 2022 | 2021 | 2019 | 2018 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2003
Number of items: 42.

2025

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2025) Understanding the challenge of developing pedagogical reasoning in initial teacher education: theorising as practice-focused research. British Educational Research Journal, (doi: 10.1002/berj.4167) (Early Online Publication)

2024

Borquez Sanchez, Estelia ORCID logoORCID: https://orcid.org/0000-0003-2109-9903, Makara Fuller, Kara ORCID logoORCID: https://orcid.org/0000-0003-0712-0841, Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and Wiseman-Orr, Lesley ORCID logoORCID: https://orcid.org/0000-0002-1286-5031 (2024) Exploring progression in learning in the context of Curriculum for Wales and in the research literature. AEAE Annual Conference, Cyprus, 6-9 November 2024. (Unpublished)

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. (doi: 10.36399/gla.pubs.325720).

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Creu dealltwriaeth ymarferol o’r Cwricwlwm i Gymru. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350189).

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. (doi: 10.36399/gla.pubs.298263).

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Cwricwlwm i Gymru: Esblygu dealltwriaeth o gynnydd mewn dysgu. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350193).

2022

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2021) Redeveloping Courses for Online Learning. A short paper for sharing ideas. Project Report. University of Glasgow, School of Education, Glasgow. (doi: 10.36399/gla.pubs.350361).

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and McGregor, Fiona (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, Kay ORCID logoORCID: https://orcid.org/0000-0002-9831-9575 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2019) Knowledge Matters. Interdisciplinary Learning: Creative Thinking for a Complex World, Edinburgh, UK, 30 Jan 2019.

2018

Wright, Geoffrey A., Reeves, Edward, Williams, John, Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738, Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Gineste, Jacques, Mammes, Ingelore and Graube, Grabriele (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, Sarah ORCID logoORCID: https://orcid.org/0000-0002-9931-6827 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Hazel ORCID logoORCID: https://orcid.org/0000-0001-5791-3159 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Christine ORCID logoORCID: https://orcid.org/0000-0001-6484-1704, O'Brien, James Paul and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. In: Martin, Colin and Smith, Hugh (eds.) Mental Health and Well-Being in the Learning and Teaching Environment. Swan and Horn: London. ISBN 9781909675025

2015

Lally, V., Devlin, A.M. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465 and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2015) Developing a postgraduate certificate in primary science education: final report. Project Report. Glasgow University/Scottish Government, Edinburgh / Glasgow, UK.

Jaap, Angela ORCID logoORCID: https://orcid.org/0000-0001-6250-6910 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Jamila and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2014) Making the transition to a ‘knowledge economy’ and ‘knowledge society’: exploring the challenges for Saudi Arabia. In: Wiseman, Alexander W., Alromi, Naif H. and Alshumrani, Saleh 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, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and McPhee, Alastair (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2011) Teacher educators: evolving identities? In: ICET World Assembly, University of Glasgow, 11-14 July 2011, (Unpublished)

Jaap, A. ORCID logoORCID: https://orcid.org/0000-0001-6250-6910 and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Elliot, D. ORCID logoORCID: https://orcid.org/0000-0003-0711-5719, 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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-0711-5719, McPhee, A. and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2008) Professional Culture Among New Entrants to the Teaching Profession. Project Report. GTCS/Scottish Government, Edinburgh, UK.

McPhee, A. and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Devlin, AM. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465, McMahon, M. ORCID logoORCID: https://orcid.org/0000-0002-2170-5419, McPhee, A., Hall, J., Forde, C. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704 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. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704, McMahon, M. ORCID logoORCID: https://orcid.org/0000-0002-2170-5419, McPhee, A. and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2006) Professional Development, Reflection and Enquiry. Paul Chapman Publishing: London. ISBN 9781412919364

Menter, I., McMahon, M. ORCID logoORCID: https://orcid.org/0000-0002-2170-5419, Forde, C. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704, Hall, J., McPhee, A., Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and Devlin, A.M. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Forde, C. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704 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 Jun 19 18:50:02 2025 BST.
Jump to: Articles | Books | Book Sections | Research Reports or Papers | Conference or Workshop Item | Conference Proceedings
Number of items: 42.

Articles

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2025) Understanding the challenge of developing pedagogical reasoning in initial teacher education: theorising as practice-focused research. British Educational Research Journal, (doi: 10.1002/berj.4167) (Early Online Publication)

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Geoffrey A., Reeves, Edward, Williams, John, Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738, Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Gineste, Jacques, Mammes, Ingelore and Graube, Grabriele (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, Sarah ORCID logoORCID: https://orcid.org/0000-0002-9931-6827 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Angela ORCID logoORCID: https://orcid.org/0000-0001-6250-6910 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and McPhee, Alastair (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 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. ORCID logoORCID: https://orcid.org/0000-0001-6250-6910 and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Elliot, D. ORCID logoORCID: https://orcid.org/0000-0003-0711-5719, 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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Forde, C. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704 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. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704, McMahon, M. ORCID logoORCID: https://orcid.org/0000-0002-2170-5419, McPhee, A. and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2006) Professional Development, Reflection and Enquiry. Paul Chapman Publishing: London. ISBN 9781412919364

Book Sections

Forde, Christine ORCID logoORCID: https://orcid.org/0000-0001-6484-1704, O'Brien, James Paul and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. In: Martin, Colin and Smith, Hugh (eds.) Mental Health and Well-Being in the Learning and Teaching Environment. Swan and Horn: London. ISBN 9781909675025

Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2014) Making the transition to a ‘knowledge economy’ and ‘knowledge society’: exploring the challenges for Saudi Arabia. In: Wiseman, Alexander W., Alromi, Naif H. and Alshumrani, Saleh 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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 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. (doi: 10.36399/gla.pubs.325720).

Makara Fuller, K. et al. (2023) Camau i'r Dyfodol: Creu dealltwriaeth ymarferol o’r Cwricwlwm i Gymru. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350189).

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. (doi: 10.36399/gla.pubs.298263).

Morrison-Love, D. et al. (2023) Camau i'r Dyfodol: Cwricwlwm i Gymru: Esblygu dealltwriaeth o gynnydd mewn dysgu. Project Report. University of Glasgow and University of Wales Trinity Saint David. (doi: 10.36399/gla.pubs.350193).

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2021) Redeveloping Courses for Online Learning. A short paper for sharing ideas. Project Report. University of Glasgow, School of Education, Glasgow. (doi: 10.36399/gla.pubs.350361).

Lally, V., Devlin, A.M. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465 and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-0711-5719, McPhee, A. and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2008) Professional Culture Among New Entrants to the Teaching Profession. Project Report. GTCS/Scottish Government, Edinburgh, UK.

Menter, I., McMahon, M. ORCID logoORCID: https://orcid.org/0000-0002-2170-5419, Forde, C. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704, Hall, J., McPhee, A., Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and Devlin, A.M. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465 (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

Borquez Sanchez, Estelia ORCID logoORCID: https://orcid.org/0000-0003-2109-9903, Makara Fuller, Kara ORCID logoORCID: https://orcid.org/0000-0003-0712-0841, Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and Wiseman-Orr, Lesley ORCID logoORCID: https://orcid.org/0000-0002-1286-5031 (2024) Exploring progression in learning in the context of Curriculum for Wales and in the research literature. AEAE Annual Conference, Cyprus, 6-9 November 2024. (Unpublished)

Morrison-Love, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 and McGregor, Fiona (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, Kay ORCID logoORCID: https://orcid.org/0000-0002-9831-9575 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2019) Knowledge Matters. Interdisciplinary Learning: Creative Thinking for a Complex World, Edinburgh, UK, 30 Jan 2019.

Crichton, Hazel ORCID logoORCID: https://orcid.org/0000-0001-5791-3159 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, David ORCID logoORCID: https://orcid.org/0000-0002-9009-4738 and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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, Jamila and Patrick, Fiona ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (2011) Teacher educators: evolving identities? In: ICET World Assembly, University of Glasgow, 11-14 July 2011, (Unpublished)

McPhee, A. and Patrick, F. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307 (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. ORCID logoORCID: https://orcid.org/0000-0003-4205-7307, Devlin, AM. ORCID logoORCID: https://orcid.org/0000-0002-9407-6465, McMahon, M. ORCID logoORCID: https://orcid.org/0000-0002-2170-5419, McPhee, A., Hall, J., Forde, C. ORCID logoORCID: https://orcid.org/0000-0001-6484-1704 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 Jun 19 18:50:02 2025 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

Rayan Katerji: Exploring policy advocacy in the Arab context

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.

Second supervision

Lesley Forsythe (First supervisor Professor James Conroy)

Lisa Gilroy (First supervisor: Dr Georgina Wardle)

Mireille Louis (First supervisor: Dr Georgina Wardle)

Submitted

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

 

Doctoral completions (2023-to date)

Jessica Eng (2025): Former children’s rights students’ perceptions of children’s possibilities and abilities for democratic participation. 

Fiona MacDonald (2025) How understanding teacher learning as a complex process can support school improvement.

Emma Whillis (2025) What are the power relations, exercised through educational discourses supporting the national curriculum, influencing the classroom practice of science teachers working in areas of high socio-economic disadvantage?

Haili Hughes (2024) 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 (2024) Understanding teacher education programmes in China and Scotland in the context of globalisation.

Elizabeth Tomacruz (2024) A Foucauldian genealogical analysis of backward design.

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

Teaching

My approach to teaching, curriculum, and pedagogy is informed by the work of Lawrence Stenhouse, Wolfgang Klafki, John Dewey and Lee Shulman. I do not see teaching as research-led activity but as a scholarly activity that rests on reflexive engagement with theory, research and professional experience.

My teaching currently focuses on undergraduate and postgraduate lectures in the history of education, educational theory, practitioner enquiry, and assessment. 

Additional information

Other roles

  • Reviewer, School of Education Ethics Committee
  • Member, College of Social Sciences Appeals Committee

External Roles

  • 2018-2025: External examiner, PGDE taught courses, Edinburgh Napier University
  • 2007-2011: External examiner, BEd Elective courses, University of Strathclyde

Fiona Patrick profile pic