TNE Pupil Learning Growth, Washington, USA, June 2005
SERA, Perth, Scotland, November 2005
VIG European Conference, June 2006
SERA, Perth, Scotland, November 2007
SERA, Paisley, Scotland, November 2017
SERA, Strathclyde, Scotland, November 2018
My main research interest is in the preparation of student teachers for social justice and inclusion.
Scottish Council of the Deans of Education (SCDE) Attainment Challenge Project: Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing. This project aims to equip early career teachers (final year ITE and induction year) to work effectively to improve engagement and attainment in schools serving pupils from SIMD 1-40 backgrounds. Eight Schools of Education across Scotland are involved in this project funded by Scottish Government for a duration of three years.
As part of the above SCDE project, along with Dr. Archie Graham, Dr. Dean Robson and Dr. Peter Mtika, we are researching, Experiences of Induction Year Teachers in High Poverty Context Schools. This project aims (i) to surface the enablers and barriers to Induction year teachers’ enactment of Inclusive Pedagogy, in high poverty context schools and (ii) to examine how these different influences shape Induction Year teachers’ responses to the difficulties faced by children and young people living in poverty and deprivation.
The Scottish Universities Inclusion Group (SUIG) Mapping Project. This project aims (i) to provide a comprehensive picture of inclusive pedagogy in initial teacher education across Scotland; (ii) to be able to respond to requests regarding the preparation of teachers to teach children with a range of Additional Support Needs; and (iii) to consider the ways in which inclusive pedagogy underpins initial teacher education. Eight Schools of Education across Scotland are involved in this project.
Peter Mtika, Dean Robson, Archie Graham, & Lindsay MacDougall. School of Education, University of Aberdeen Seminar Series: Preparing student teachers to support pupils in schools with high numbers of pupils living in social and economic disadvantage: insights from a mixed methods study’. MacRobert Building, University of Aberdeen. Wednesday 6th March 2019.
Academic paper presentation at SERA 2018 Annual Conference, Theme: Social Justice and Inclusion. Lindsay MacDougall , Dean Robson, Peter Mtika, and Archie Graham. Developing supportive classroom pedagogies for pupils in poverty: Student teacher perspectives. University of Glasgow, 21st November 2018.
Academic paper presentation at SERA 2018 Annual Conference, Theme: Latest developments in policy and research in addressing the impact of poverty on school education. Peter Mtika, Dean Robson, Archie Graham, & Lindsay MacDougall. Student teacher perspectives on knowledge(s) and skills for working in schools with pupils predominantly classified as socio-economically disadvantaged: a mixed methods study. University of Glasgow, 23rd November 2018.
Academic paper presentation at SERA 2017 Annual Conference, Theme: Professional and Vocational Learning (including teacher education and higher education). Graham, A., MacDougall, L., Mtika, P. & Robson, D. (2017) ‘Anybody can be affected by poverty’: Student teachers’ beliefs, attitudes and perceptions of poverty and its impact on children and young people. University of the West of Scotland, Ayr, 22nd November 2017
Academic paper presentation at SERA 2017 Annual Conference, Poverty and Education Network Symposium1: New Policy and Research in the impact of poverty on education in Scotland: Addressing the impact of poverty. Robson, D., MacDougall, L., Mtika, P., Graham, A. (2017). Researching student teachers’ attitudes and beliefs toward children living in poverty in Scotland: insights from a mixed methods pilot study. University of the West of Scotland, Ayr, 23rd November 2017
Dr Archie Graham, Dr Peter Mtika, Dr Dean Robson & Lindsay MacDougall. School of Education, University of Aberdeen Seminar Series: Student teachers’ beliefs, attitudes and perceptions of poverty and its impact on children and young people. MacRobert Building, University of Aberdeen. Wednesday 17th May 2017.
Graham, A, MacDougall, L, Robson, D & Mtika, P 2019, 'Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty', Oxford Review of Education, vol. 45, no. 1, pp. 119-135. [Online] DOI: https://doi.org/10.1080/03054985.2018.1502079
MacDougall, L., Mtika, P., Reid, I. & Weir, D. (2013). 'Enhancing feedback in student-teacher field experience in Scotland: the role of school-university partnership'. Professional Development in Education, vol 39, no. 3, pp. 420-437.
Gray, DS., Graham, A., Dewhurst, Y., Kirkpatrick, G., MacDougall, L., Nicol, S. & Nixon, G. (2009). 'Scallops, schools and scholars: reflections on the emergence of a research-oriented learning project'. Journal of Education for Teaching, vol 35, no. 4, pp. 425-440.
Thomson, C., MacDougall, L. McFarlane, M. Bryson, M. (2005). Using Video Interaction Guidance to assist student teachers' and teacher educators' reflections on their interactions with learners and bring about change in practice. The Scottish Executive Education Department Sponsored Research Programme. University of Aberdeen.
Current Teaching session
MA4 joint Lead
MA4 Joint Co-ordinator ED4071/ED4515
Tutor MA, PGDE (Primary)
Visiting Tutor MA, PGDE (Primary)