Morag Findlay


  • United Kingdom

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Personal profile

Personal Statement

I started work as a Physics and Mathematics Teacher Educator in 2001 after spending several years teaching these subjects in secondary schools in Ethiopia and Scotland.

I developed my expertise in Physics Education as I followed a group of physics students on the one-year Professional Graduate Diploma in Education (PGDE) course, their Inducation Year and beyond as they progressed as teachers.   It was enlightening to use pedagogical content knowledge as a lens to view the development of their ideas about teaching electricity.

Since then, I have been involved in the European Union project Teacher Learning for European Literacy Education (TeL4ELE).   This allowed me to develop my understanding about different approaches to teaching science via literacy.   I am currently pursuing this research interest by working with several physics teachers and their classes as they pilot the introduction of the new l Higher Physics course in 2014-15 and beyond.


All of my developing knowledge across these areas feeds into my teaching on the PGDE course in Educational Studies and General Science as well as Physics education.


I am a member of both the Teachers and Teacher Education (TaTE) and Curriculum and Pedagogy: Policy and Practice (C3P) groups in the School of Education.



Education/Academic qualification

Doctor of Education, University of Strathclyde

Award Date: 1 Jan 2010

Master of Education, Open University

Award Date: 1 Jan 2001

Master of Science, University of St Andrews

Award Date: 1 Jan 1988

Bachelor of Science, University of Edinburgh

Award Date: 1 Jan 1984


  • Science teacher education
  • Primary science
  • Pedagogical content knowledge
  • Concept mapping
  • Mind mapping
  • Genre pedagogy
  • Academic literacy
  • Physics education
  • Constructivism


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