Fiona Patrick - Academia.edu (original) (raw)
Papers by Fiona Patrick
SAGE Publications Ltd eBooks, May 15, 2012
The research reported here was commissioned by the Scottish Negotiating Committee for Teachers (S... more The research reported here was commissioned by the Scottish Negotiating Committee for Teachers (SNCT) in August 2005. The overall aim of the research was to provide the SNCT with evidence on whether commitments on teachers’ working week have been met, following the agreement reached in response to the McCrone Report. The research indicates that the amount of time needed to undertake tasks associated with carrying out a teaching role is in excess of 35 hours. Moreover, a significant number of respondents expressed the concern that their work load was unsustainable.
University of Glasgow, 2012
As countries seek to secure their economic future, education has become increasingly central to s... more As countries seek to secure their economic future, education has become increasingly central to socioeconomic strategy in the United Kingdom and beyond. As a result, there is increased governmental expectation and scrutiny of the learning outcomes achieved by pupils. Following from this, teaching quality has become a significant focus in a number of countries. As part of the quality agenda, career-long professional learning has become a major policy theme from which a range of approaches has been implemented in Scotland: increased entry qualifications, the development of professional standards, and emphasis on the ongoing professional development of teachers. Within these approaches can be identified a reconceptualisation of what it means to be a teacher. While there is some expression of values related to social justice, equality and inclusion in education policy, the actions to implement policy tend to centre on instrumental approaches to career-long development. The idea of '...
This paper formed one element of the roundtable presentation Service learning as community engage... more This paper formed one element of the roundtable presentation Service learning as community engagement: Exploration of academic staff skills for assessment of learning (with Avril Bellinger, University of Plymouth; Gail Goulet (University of Glasgow, Chair); Janet Strivens, University of Liverpool). It outlines some of the key issues in assessing transformation in student learning in a professional studies element of a teacher education course.
The overall aim of this literature review is to understand the contribution that teacher educatio... more The overall aim of this literature review is to understand the contribution that teacher education can make to the quality and effectiveness of the educational experience and wider personal development of young people, drawing on effective practice in Scotland and elsewhere.
Recent policy introductions in Scotland have led to a contractual statement that teachers' work s... more Recent policy introductions in Scotland have led to a contractual statement that teachers' work should be capable of completion within a 35 hour working week. However research by a team at the University of Glasgow found that teachers worked 45 hours per week on average and found it difficult to reduce their work to fit within a regular 35 hour pattern. This may be because teachers do not conceptualise their work into essential and less essential tasks, something that would allow them to prioritise which work should be done within a 35 hour week and which set aside to allow effective time management. The article concludes that any policy which is introduced to manage time needs to be based on an understanding of teachers' sense of professional duty and obligation if it is to change workplace practice.
Contemporary Issues in Learning and Teaching Contemporary issues in learning and teaching
Journal of Education for Teaching, 2010
Teacher Education Advancement Network Journal, 2014
This paper discusses research conducted to explore student perceptions of problem based learning ... more This paper discusses research conducted to explore student perceptions of problem based learning (PBL) as used in a concurrent degree programme of primary teacher education in Scotland. The research sought to understand the extent to which problem-based learning supported students to make links between educational theory and professional practice. This was of particular interest given that a theory-practice divide is attested to in the literature on initial teacher education. The study concludes that the majority of the students who took part in the research perceive that PBL enables them to make links between theory and practice. However the construction of the PBL scenarios is important in supporting them to do this, as is the reflexive aspect of the PBL approach.
This paper looks at the experiences of problem-based learning among groups of medical and educati... more This paper looks at the experiences of problem-based learning among groups of medical and education students in the University of Glasgow. PBL has been in use in the university in a number of different contexts for some time now, and this paper sets out to give those participating in professional education taught by this methodology a voice in assessing its effectiveness and in articulating their own experiences of it. Using qualitative methods, students were invited to respond to a range of issues. The results indicate acceptance for the methodology as an effective teaching medium, but indicate a range of differing perceptions both between the 2 groups and within the groups themselves.
Here, we present a new andragogical model for teacher education, created as part of the Design & ... more Here, we present a new andragogical model for teacher education, created as part of the Design & Technology Teacher Education programme at the University of Glasgow, Scotland. The Adaptive Subject Pedagogy Model, or ASPM, is developed from the work of Lee Shulman and draws upon theoretical and empirical understanding from content and pedagogical knowledge for teaching, reflective practice, learning progression and transformation. Rather than viewing pedagogy as generic, the ASPM purposefully promotes curriculum driven pedagogy and does not privilege published evidence over expertise. <br><br>The presentation was made as part of the PATT 38 conference (27th April to 30th April 2021) held at the University of Turku.
The aim of this research project is to co-create and evaluate an approach to lesson design in the... more The aim of this research project is to co-create and evaluate an approach to lesson design in the Teacher Education (Technologies) curriculum with students to support the development of knowledge required to create and teach effect lessons in Technology Education. Morrison-Love has developed the Adaptive Subject Pedagogy Model to support students to create research-informed subject-specific lessons for teaching in schools. As part of the model, engagement with research literature and theory, as well as reflection on professional learning is central. Students on the BTechEd degree programme have been invited to participate in four interrelated dimensions of data-collection: interviews relating to school experience de-brief case studies, participatory development focus groups to better understand student experiences of professional development, focus groups to evaluate the use of the ASPM, and exploration of assignment responses in the Teacher Education Technology course where students have to design a lesson and justify the approach to content and pedagogy. Data will be analysed within and across strands using inductive thematic analysis (Braun and Clarke, 2006) to explore the extent to which integration of content and pedagogic knowledge has been supported or otherwise by the ASPM.
SSRN Electronic Journal, 2021
This article is intended to share ideas and thinking. The authors alone are responsible for the v... more This article is intended to share ideas and thinking. The authors alone are responsible for the views expressed in this article, which do not necessarily reflect the views, decisions, or policies of the University of Glasgow with which the authors are affiliated.
Cambridge Journal of Education, 2017
Recent policy introductions in Scotland have led to a contractual statement that teachers’ work s... more Recent policy introductions in Scotland have led to a contractual statement that teachers’ work should be capable of completion within a 35 hour working week. However research by a team at the University of Glasgow found that teachers worked 45 hours per week on average and found it difficult to reduce their work to fit within a regular 35 hour pattern. This may be because teachers do not conceptualise their work into essential and less essential tasks, something that would allow them to prioritise which work should be done within a 35 hour week and which set aside to allow effective time management. The article concludes that any policy which is introduced to manage time needs to be based on an understanding of teachers’ sense of professional duty and obligation if it is to change workplace practice.
Professional Development, Reflection and Enquiry
Research in Comparative and International Education
This paper describes a participatory online culture-Connected Learning Massive Open Online Collab... more This paper describes a participatory online culture-Connected Learning Massive Open Online Collaboration (CLMOOC)-and asks how its ethos of reciprocity and creative playfulness occurs. By analysing Twitter interactions over a four-week period, we conclude that this is due to the supportive nature of participants, who describe themselves as belonging to, or connected with, the community. We suggest that Gee's concept of an affinity space is an appropriate model for CLMOOC and ask how this might be replicated in a higher education setting.
SAGE Publications Ltd eBooks, May 15, 2012
The research reported here was commissioned by the Scottish Negotiating Committee for Teachers (S... more The research reported here was commissioned by the Scottish Negotiating Committee for Teachers (SNCT) in August 2005. The overall aim of the research was to provide the SNCT with evidence on whether commitments on teachers’ working week have been met, following the agreement reached in response to the McCrone Report. The research indicates that the amount of time needed to undertake tasks associated with carrying out a teaching role is in excess of 35 hours. Moreover, a significant number of respondents expressed the concern that their work load was unsustainable.
University of Glasgow, 2012
As countries seek to secure their economic future, education has become increasingly central to s... more As countries seek to secure their economic future, education has become increasingly central to socioeconomic strategy in the United Kingdom and beyond. As a result, there is increased governmental expectation and scrutiny of the learning outcomes achieved by pupils. Following from this, teaching quality has become a significant focus in a number of countries. As part of the quality agenda, career-long professional learning has become a major policy theme from which a range of approaches has been implemented in Scotland: increased entry qualifications, the development of professional standards, and emphasis on the ongoing professional development of teachers. Within these approaches can be identified a reconceptualisation of what it means to be a teacher. While there is some expression of values related to social justice, equality and inclusion in education policy, the actions to implement policy tend to centre on instrumental approaches to career-long development. The idea of '...
This paper formed one element of the roundtable presentation Service learning as community engage... more This paper formed one element of the roundtable presentation Service learning as community engagement: Exploration of academic staff skills for assessment of learning (with Avril Bellinger, University of Plymouth; Gail Goulet (University of Glasgow, Chair); Janet Strivens, University of Liverpool). It outlines some of the key issues in assessing transformation in student learning in a professional studies element of a teacher education course.
The overall aim of this literature review is to understand the contribution that teacher educatio... more The overall aim of this literature review is to understand the contribution that teacher education can make to the quality and effectiveness of the educational experience and wider personal development of young people, drawing on effective practice in Scotland and elsewhere.
Recent policy introductions in Scotland have led to a contractual statement that teachers' work s... more Recent policy introductions in Scotland have led to a contractual statement that teachers' work should be capable of completion within a 35 hour working week. However research by a team at the University of Glasgow found that teachers worked 45 hours per week on average and found it difficult to reduce their work to fit within a regular 35 hour pattern. This may be because teachers do not conceptualise their work into essential and less essential tasks, something that would allow them to prioritise which work should be done within a 35 hour week and which set aside to allow effective time management. The article concludes that any policy which is introduced to manage time needs to be based on an understanding of teachers' sense of professional duty and obligation if it is to change workplace practice.
Contemporary Issues in Learning and Teaching Contemporary issues in learning and teaching
Journal of Education for Teaching, 2010
Teacher Education Advancement Network Journal, 2014
This paper discusses research conducted to explore student perceptions of problem based learning ... more This paper discusses research conducted to explore student perceptions of problem based learning (PBL) as used in a concurrent degree programme of primary teacher education in Scotland. The research sought to understand the extent to which problem-based learning supported students to make links between educational theory and professional practice. This was of particular interest given that a theory-practice divide is attested to in the literature on initial teacher education. The study concludes that the majority of the students who took part in the research perceive that PBL enables them to make links between theory and practice. However the construction of the PBL scenarios is important in supporting them to do this, as is the reflexive aspect of the PBL approach.
This paper looks at the experiences of problem-based learning among groups of medical and educati... more This paper looks at the experiences of problem-based learning among groups of medical and education students in the University of Glasgow. PBL has been in use in the university in a number of different contexts for some time now, and this paper sets out to give those participating in professional education taught by this methodology a voice in assessing its effectiveness and in articulating their own experiences of it. Using qualitative methods, students were invited to respond to a range of issues. The results indicate acceptance for the methodology as an effective teaching medium, but indicate a range of differing perceptions both between the 2 groups and within the groups themselves.
Here, we present a new andragogical model for teacher education, created as part of the Design & ... more Here, we present a new andragogical model for teacher education, created as part of the Design & Technology Teacher Education programme at the University of Glasgow, Scotland. The Adaptive Subject Pedagogy Model, or ASPM, is developed from the work of Lee Shulman and draws upon theoretical and empirical understanding from content and pedagogical knowledge for teaching, reflective practice, learning progression and transformation. Rather than viewing pedagogy as generic, the ASPM purposefully promotes curriculum driven pedagogy and does not privilege published evidence over expertise. <br><br>The presentation was made as part of the PATT 38 conference (27th April to 30th April 2021) held at the University of Turku.
The aim of this research project is to co-create and evaluate an approach to lesson design in the... more The aim of this research project is to co-create and evaluate an approach to lesson design in the Teacher Education (Technologies) curriculum with students to support the development of knowledge required to create and teach effect lessons in Technology Education. Morrison-Love has developed the Adaptive Subject Pedagogy Model to support students to create research-informed subject-specific lessons for teaching in schools. As part of the model, engagement with research literature and theory, as well as reflection on professional learning is central. Students on the BTechEd degree programme have been invited to participate in four interrelated dimensions of data-collection: interviews relating to school experience de-brief case studies, participatory development focus groups to better understand student experiences of professional development, focus groups to evaluate the use of the ASPM, and exploration of assignment responses in the Teacher Education Technology course where students have to design a lesson and justify the approach to content and pedagogy. Data will be analysed within and across strands using inductive thematic analysis (Braun and Clarke, 2006) to explore the extent to which integration of content and pedagogic knowledge has been supported or otherwise by the ASPM.
SSRN Electronic Journal, 2021
This article is intended to share ideas and thinking. The authors alone are responsible for the v... more This article is intended to share ideas and thinking. The authors alone are responsible for the views expressed in this article, which do not necessarily reflect the views, decisions, or policies of the University of Glasgow with which the authors are affiliated.
Cambridge Journal of Education, 2017
Recent policy introductions in Scotland have led to a contractual statement that teachers’ work s... more Recent policy introductions in Scotland have led to a contractual statement that teachers’ work should be capable of completion within a 35 hour working week. However research by a team at the University of Glasgow found that teachers worked 45 hours per week on average and found it difficult to reduce their work to fit within a regular 35 hour pattern. This may be because teachers do not conceptualise their work into essential and less essential tasks, something that would allow them to prioritise which work should be done within a 35 hour week and which set aside to allow effective time management. The article concludes that any policy which is introduced to manage time needs to be based on an understanding of teachers’ sense of professional duty and obligation if it is to change workplace practice.
Professional Development, Reflection and Enquiry
Research in Comparative and International Education
This paper describes a participatory online culture-Connected Learning Massive Open Online Collab... more This paper describes a participatory online culture-Connected Learning Massive Open Online Collaboration (CLMOOC)-and asks how its ethos of reciprocity and creative playfulness occurs. By analysing Twitter interactions over a four-week period, we conclude that this is due to the supportive nature of participants, who describe themselves as belonging to, or connected with, the community. We suggest that Gee's concept of an affinity space is an appropriate model for CLMOOC and ask how this might be replicated in a higher education setting.