Margaret graduated from Dundee University in 1980 with qualifications to teach in both primary and secondary schools. For most of her career she has been a teacher educator, and has a substantial history working within the field of professional development. She is therefore very familiar with the environments, challenges, dilemmas, and diverse cultures of the domains of schooling, teacher education and lifelong professional learning. Margaret's background of teaching, and promoting and supporting new technologies to enhance teaching and learning, within the primary, secondary and higher education sectors means she has experience in working with practitioners and students across a range of curriculum areas, levels and disciplines.
Margaret enjoys a leadership role in her current position with CORE Education, and has also held leadership and management responsibilities in previous positions and in Ministry funded projects in Scotland and New Zealand. Her responsibilities have included leadership and mentoring of colleagues and teacher education students, as well as project management.
Margaret's research activities include professional learning for teachers and teacher educators, in particular: evidence based inquiry into practice; and the use of e-portfolios in teaching and learning.
Margaret has a wide range of experience in professional learning and development for teachers, student teachers, and teacher educators. Her experience and research activities have illustrated the importance of building mutually respectful and trusting relationships within professional learning communities that have established shared visions for learning and improvement. She has demonstrated her ability to work strategically at all levels to develop and nurture such relationships to promote optimum conditions for professional learning and development.
2008Teaching Excellence Award for Excellence in Research-led Teaching, Victoria University, Wellington. This was awarded for the implementation of an e-portfolio for students within the BTeach programme.
2009Poster Award: Collaborative Action Research Network, University of Canterbury, Christchurch. This was awarded for the presentation of a poster on my research topic: Evidence-based inquiry into practice for inservice teacher educators.
Lamont, M., Davis, N., Aitkin, C. (2009). Symposium Paper #4: Digital technologies for innovative research networking including research to inform educational innovations in twenty-first century learning. Paper presented at the 2010 NZARE Conference, Rotorua
Lamont, M. (2009). e-Portfolios to support and enhance learning: key factors of implementation. Unpublished Seminar. Manchester Metropolitan University.
Lamont, M. (2009). Research- and evidence-based inquiry into practice for inservice teacher educators. Unpublished Seminar. Manchester Metropolitan University.
Lamont, M. (2009). Research- and evidence-based inquiry into practice for inservice teacher educators. Poster presented at the Inaugural Research Symposium of the New Zealand Collaborative Action and Research Network, Christchurch: University of Canterbury College of Education E-Learning Lab.
Lamont, M. (2007). The implementation and evaluation of a digital portfolio. Paper presented at the e-Portfolio Conference New Zealand Wellington.
Lamont, M. (2007). What are the features of e-portfolio implementation that can enhance learning and promote self-regulation? Paper presented at the New Zealand Association of Research in Education, Christchurch.
Lamont, M., & Baskerville, D. (2007). An ethnodrama: Breathing life into data. Paper presented at the New Zealand Association of Research in Education, Christchurch.
Lamont, M. (2006). Perspectives on the implementation of e-portfolios in teacher education. Paper presented at the Post-Primary Teachers' Association Conference, Wellington.
Lamont, M. (2005). Considerations and Implementation of an e-portfolio in a pre-service teacher education programme. Paper presented at the E-portfolio Conference New Zealand, Auckland.
Lamont, M. (2002). Action research as a catalyst for innovation. Paper presented at the NZ Ministry of Education ICT Conference Wellington.
Lamont, M. (2002). ICT Professional Development - A whole school approach to meeting the needs of individuals. Paper presented at the NZ Ministry of Education conference for ICT PD clusters, Wellington.
Lamont, M. (2011). An environment of collegial reflective dialogue for inservice teacher educators. In J. Higgins, R. Parsons & L. Bonne (Eds.), Processes of inquiry: Improving inservice teacher education practice Rotterdam: Sense.
Lamont, M. (2009). Enhancing professional learning for the improvement of practice of inservice teacher educators: Professional learning for inservice teacher educators. The International Journal of Learning, 16(16), 431-444.
Lamont, M. (2007). e-Portfolio implementation case study: Tertiary Education Commission.
Lamont, M. (2007). INSTEP: Final research report: Ministry of Education.
Lamont, M. (2006). INSTEP: Exploratory phase report: Ministry of Education.
Lamont, M. (2002). Grappling with the ICT challenge. Principals Today.
Lamont, M. (2002). Information and communications technology profile for professional learning: Multi Serve Education Trust.
Lamont, M. (1994). Describe IT: Information technology in the curriculum 5-14. Glasgow: Scottish Council for Educational Technology.
Refereed Conference Papers
Lamont, M. (2009). e-Portfolios in pre-service teacher education programmes. Paper presented at the Inaugural Research Symposium of the New Zealand Collaborative Action and Research Network, Christchurch: University of Canterbury College of Education E-Learning Lab.
Lamont, M. (2009). e-Portfolios to support and enhance learning: Key factors of implementation. Paper presented at the Learning Forum London: Innovation, Creativity and Accountability.
Lamont, M. (2007). What are the features of e-portfolio implementation that can enhance learning and promote self-regulation? Paper presented at the Fifth International e-Portfolio Conference, Maastricht.
Lamont, M. (2001). The emerging role of ICT in education. Paper presented at the Seventh IFIP (International Federation for Information Processing) World Conference on Computers in Education, Copenhagen, Denmark.
Lamont, M., & Munro, R. (1996). Towards IT-confident and IT-competent teachers. Paper presented at the European Conference, Denmark.
Lamont, M., & Munro, R. (1995). Developing IT competencies in teacher education. Paper presented at the Sixth IFIP (International Federation for Information Processing) World Conference on Computers in Education, Birmingham.
Lamont, M., & Munro, R. (1992). Information technology: The challenge of staff development in teacher training. Paper presented at the European Conference on IT in Education, Barcelona.
"I believe learners are empowered by taking ownership of, and responsibility for their learning, and having a commitment to lifelong learning, self regulation, critical reflection and collaborative, collegial professional development. In this way, learners will be equipped with strategies for sustainable lifelong assessment, which underpins self regulated lifelong learning.
Critical reflection involves the learner in scrutinising his/her beliefs, values and assumptions and making tacit knowledge explicit. In this way, teachers and teacher educators reflect on their learning and practice and develop their own personal philosophies of teaching and learning.
I believe that peer collaboration and mentoring within professional learning communities can add value as a means of authentic self and peer assessment and evaluation of learning and practice. I value collegial relationships which nurture mutual trust and respect, and are inclusive, with a shared responsibility for, and commitment to learning and improving practice.
I believe new technologies can be used as intellectual partners in the learning process facilitating communication; constructive, critical, higher order thinking; and reflective processes. Web 2.0 and multimedia authoring tools can promote collaboration and engagement, and ownership and responsibility, for lifelong and lifewide learning. I believe that educators need to be creative with new technologies to meet the demands of learners in the 21st Century.
My doctoral study reports that opportunities and possibilities for professional learning and transformation can be optimised by creating ‘liminal spaces’ where learners can engage in formal and informal communities of practice within safe, trusting, respectful and challenging environments. These environments promote mutual engagement, where dispositions to learning can be explored, and valid evidence of practice can be evaluated collegially, against frameworks of criteria, in a rigorous and systematic manner."