Alison Adams

Teaching Fellow in Teacher Education (Primary)

  • Moray House School of Education and Sport
  • Institute for Education, Teaching and Leadership

Contact details

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Moray House School of Education and Sport
University of Edinburgh
EH8 8AQ

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Biography

Background

I have worked in Primary Education for the past 10 years, after first graduating from the University of St Andrews with an MA (Hons) in Geography and then from the University of Edinburgh with a Postgraduate Diploma in Primary Education. My classroom experience has primarily been located in the Early Years, where I developed a strong interest in Interdisciplinary Learning and creative pedagogies. This interest motivated my return to Moray House to undertake a Masters in Leadership and Learning, which I completed in 2019. I worked as a Partner Tutor on the same Masters and became increasingly interested in the theory-practice divide, and subsequently the divide between policy and practice. This interest motivated another return to study and I began a PhD in Education at Moray House in 2022. At this time, I also became an Associate Tutor on the PGDE (Primary) programme and was the Course Organiser for the 'Developing as a Leader' module on the Masters in Leadership and Learning during academic session 2023/2024.

I currently work on the PGDE (Primary) programme in the areas of Curriculum and Expressive Arts. 

Qualifications

  • Geography, MA (Hons), University of St Andrews
  • PGDE (Primary), University of Edinburgh
  • MEd in Leadership and Learning, University of Edinburgh

Responsibilities & affiliations

I currently hold Curricular Area Lead responsibility for Expressive Arts on the PGDE (Primary) programme. 

Current research interests

My current PhD research uses the methodology of Self-Study, combined with the policy analysis method, 'What's the Problem Represented to Be?' (Bacchi, 2009), to explore tensions that inform and shape the development of policy and practice in the context of educational change in Scotland. This focus is motivated by a particular interest in the power of critical reflection as a means for exploring practice within the context of the wider education landscape, specifically through the disruption of habituated practices and assumptions.
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