Kim-Daniel Vattøy

Teaching English as a Foreign Language (TEFL), Feedback, Assessment, Self-Regulated Learning, Self-Efficacy, Digital Learning, Professional Development, Teacher Education.

• MGL1-7 / 5-10 / ULEM Master's Thesis in Teacher Education (Course Convenor / Lecturer)
• MGL5-10 EN3A English Vocabulary: Structure and Acquisition (Lecturer)
• MGL5-10 EN3C / ULEENG3C Digital Learning and Assessment in English (Course Convenor / Lecturer)
• HPE207 Basic Pedagogical Competence (Guest Lecturer)

(2023): Second Opponent, Evaluation Committee of Anke Zondag's Doctoral Dissertation (PhD) (Nord University).

(2022-): Leader for Forum for Master's Supervision in English in Teacher Education (HVO)

(2021-2023): Local Leader, National Network for Master's Supervisors in Teacher Education (NTNU/UiT).

(2021-): Peer Reviewer (Higher Education Evaluation and Development; Teaching and Teacher Education; Scandinavian Journal of Educational Research)

(2020-2022): Leader, Work Group for the Development of the Courses: Master Thesis and Scientific Theory and Research Methods (HVO).

(2020-): Peer Reviewer (Studies in Higher Education; Studies in Educational Evaluation; International Journal of Bilingual Education and Bilingualism; Innovation in Language Learning and Teaching; TESOL Journal)

(2019): Visiting Doctoral Student, Institute for Learning Sciences and Teacher Education (ILSTE), ACU, Brisbane, Australia

(2019-2022): Board Member (Deputy Student Representative), NAFOL's Board

(2019-2021): Peer Reviewer (Nordic Journal of Modern Language Methodology)

(2018-2021): Student, Cohort 9, NAFOL (NTNU)

(2017-2020): PhD Candidate, RespEng

(2016-2017): Research Assistant, RespMath

(2015-2016): Research Assistant, NAFOL

(2022-2024): Teaching English in Doctoral Theses Associated with Norwegian National Research School in Teacher Education (NAFOL). Volda University College.

(2021-2022): Systematic Classroom Observation in Teacher Education. Volda University College.

(2020-2022): Digital Learning and Assessment in Upper Secondary School. Volda University College.

(2018-2020): Assessment and Feedback in Teacher Education. Volda University College.

(2017-2020): Responsive Pedagogy and Student Learning in English Language Teaching (RespEng). Volda University College; NTNU.

(2015-2016): Evaluation of NAFOL, at the request of the Research Council of Norway, NTNU.

(2021): Officially awarded the doctoral diploma in the Doctoral Awards Ceremony on 18 November 2021, NTNU, Trondheim.

(2020): Recognised Reviewer (Certificate of Reviewing), Elsevier.

(2018): Award for Best Poster Presentation, NAFOL 5th International Conference, Hamar.

PhD Thesis

Vattøy, K.-D. (2020). Feedback practice as responsive pedagogy in teaching English as a foreign language. (PhD). NTNU, Trondheim. Retrieved from https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/2678621 

Master Thesis

Vattøy, K.-D. (2015). Self-assessment-A study on students' perception of self-assessment in written English in Norway. (Master Thesis). NTNU, Trondheim. Retrieved from https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/2375528?locale-attribute=no 

Bachelor Thesis

Vattøy, K.-D. (2013). Dylan Thomas and Religion. (Bachelor Thesis). Volda University College, Volda. Retrieved from https://bravo.hivolda.no/hivolda-xmlui/handle/11250/2730017 

Sapkota, T., Berit Emstad, A., Gamlem, S. M., & Vattøy, K.-D. (2024). University-school collaboration as the implementation of decentralized policy: teachers’, principals’, and university-based teacher-educators’ experiences of teachers’ professional development. Scandinavian Journal of Educational Research, 1-18. https://doi.org/10.1080/00313831.2024.2434818 

Vattøy, K.-D., Gamlem, S. M., Kobberstad, L. R., & Rogne, W. M. (2024). Students’ experiences of assessment and feedback engagement in digital contexts: a mixed-methods case study in upper secondary school. Education Inquiry, 15(4), 443-464. https://doi.org/10.1080/20004508.2022.2122202 

Vattøy, K.-D. (2024). Exploring doctoral theses on EFL teaching associated with a teacher education research school: a thematic synthesis. Acta Didactica Norden, 18(1), 1-26. https://doi.org/10.5617/adno.10931 

Vattøy, K.-D., & Gamlem, S. M. (2024). Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences. Teacher Development, 1-18. https://doi.org/10.1080/13664530.2024.2382956

Vattøy, K.-D., & Gamlem, S. M. (2024). Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics. Scandinavian Journal of Educational Research, 68(5), 904-918. https://doi.org/10.1080/00313831.2023.2192772

Sapkota, T., Gamlem, S., & Vattøy, K.-D. (2023). Lower-secondary school teachers’ perceptions of professional development in university-school collaboration. Teaching and Teacher Education, 135, 104312. https://doi.org/https://doi.org/10.1016/j.tate.2023.104312  

Gamlem, S. M., & Vattøy, K.-D. (2023). The use of systematic classroom observation in teacher education: Mapping changes in student teachers’ perceptions of emotional support. Acta Didactica Norden, 17(1). https://doi.org/10.5617/adno.9932 

Gamlem, S. M., & Vattøy, K.-D. (2023). Feedback and classroom practice. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 89-95). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.09019-9  

Gamlem, S. M., & Vattøy, K.-D. (2021). Feedbackkultur - studerendes motivasjon for læring i en videregående uddannelse. In K. Hyldahl & P. O. Kirkegaard (Eds.), Feedback i pædagog-uddannelsen (pp. 17-30). Dafolo. 

Vattøy, K.-D., Gamlem, S. M., & Rogne, W. M. (2021). Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education, 46(11), 2325-2337. https://doi.org/10.1080/03075079.2020.1723523  

Gamlem, S. M., Rogne, W. M., & Vattøy, K.-D. (2020). Feedbackpraksisser i læreruddannelsen og studerendes ønske om processer og dialog. In P. O. Kirkegaard & N. B. Lukassen (Eds.), Feedbackkommunikation - i et didaktisk perspektiv (pp. 85-98). Frederikshavn: Dafolo.

Vattøy, K.-D., & Gamlem, S. M. (2020). Teacher–student interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education, 50(3), 371-389. https://doi.org/10.1080/0305764X.2019.1707512

Vattøy, K.-D. (2020). Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation, 64, 100828. https://doi.org/10.1016/j.stueduc.2019.100828

Gamlem, S. M., Smith, K., & Vattøy, K.-D. (2019). Responsiv pedagogikk: Feedbackinteraksjoner i læring. Kognition og Pædagogik, 29(114), 26-35. 

Vattøy, K.-D., & Gamlem, S. M. (2019). Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools. Nordisk Tidsskrift for Utdanning Og Praksis, 13(2), 39-55. https://doi.org/10.23865/up.v13.1970 

Vattøy, K.-D., & Gamlem, S. M. (2019). Systematic observation with two analytic video-score approaches and loss of instructional time in lessons. Cogent Education, 6(1), 1664841. https://doi.org/10.1080/2331186X.2019.1664841 

Vattøy, K.-D., & Smith, K. (2019). Students' perceptions of teachers' feedback practice in teaching English as a foreign language. Teaching and Teacher Education, 85, 260-268. https://doi.org/10.1016/j.tate.2019.06.024

Vattøy, K.-D., & Smith, K. (2018). Developing a platform for a research-based teacher education. In K. Smith (Ed.), Norsk og internasjonal lærerutdanningsforskning [Norwegian and international teacher education research] (pp. 17-45). Bergen: Fagbokforlaget. https://doi.org/10.55669/oa040301

Vattøy, K.-D. (2017). Learning English in Norway. Language Issues: The ESOL Journal, 28(2), 51-53. https://doi.org/10.13140/RG.2.2.10696.78081

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