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/0000-0003-4205-7307Biography
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.
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
First supervision
Rayan Katerji: Exploring policy advocacy in the Arab context
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.
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)
Fiona MacDonald (2025) How understanding teacher learning as a complex process can support school improvement.
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 courses in the history of education, educational theory, and practitioner enquiry.
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
