Kim-Daniel Vattøy
Institutt for språk og litteratur
Førsteamanuensis
Associate Professor of English Language Education at Volda University College. Vattøy is Head of English in the Department of Language and Literature and serves as course convenor for the master’s thesis in both pre-service and in-service teacher education. His research focuses on feedback and assessment practices in English education and teacher education, with particular attention to student engagement, self-regulated learning, and professional development at master’s and doctoral levels.
Research Interests
English Language Education, Teaching English as a Foreign Language (TEFL), Feedback, Assessment, Self-Regulated Learning, Self-Efficacy, Digital Learning, Professional Development, Teacher Education.
Teaching
- MGL1-7 / 5-10 / ULEM Master's Thesis in Teacher Education (Course Convenor / Lecturer)
- MGL5-10 English 1 (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)
- Further Education for Teachers - English (Lecturer)
Academic Service and Professional Engagement
(2024-): Head of English, English Department, Volda University College (HVO).
(2024-): Representative, National Academic Council for English Studies (Universities Norway, UHR).
(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
Research Projects
(2023–2026): Academic Writing and the Master's Thesis in Teacher Education. Volda University College.
(2022–2026): International Experiences of Doctoral Students in Teacher Education. Volda University College.
(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.
Honours and Awards
(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.
Theses
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
Peer-Reviewed Publications
Vattøy, K.-D. (2026). The role of international research stays in the professional development of doctoral students in teacher education: impacts on qualification, socialisation, and subjectification. Teachers and Teaching, 1–18. https://doi.org/10.1080/13540602.2026.2642687
Vattøy, K.-D. (2026). Master’s students’ perceptions of supervisory feedback and its links to engagement and learning: A mixed-methods study. Studies in Educational Evaluation, 88, 101563. https://doi.org/10.1016/j.stueduc.2026.101563
Eiksund, H., & Vattøy, K.-D. (2026). Arbeidet med masteroppgåva som støtte til akademisk skriving. Ein modell for ei forskande tilnærming til eigen lærarpraksis. In R. Stokken, E. Gundersen, & K. K. Sjøhelle (Eds.), Å skrive seg inn i profesjonen (pp. 225–245). Fagbokforlaget.
Vattøy, K.-D. (2025). Utilising strategies for active participation in international conferences: a study on doctoral students’ professional development. Studies in Continuing Education, 1–17. https://doi.org/10.1080/0158037X.2024.2447945
Vattøy, K.-D., & Gamlem, S. M. (2025). Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences. Teacher Development, 29(2), 343–360. https://doi.org/10.1080/13664530.2024.2382956
Sapkota, T., Berit Emstad, A., Gamlem, S. M., & Vattøy, K.-D. (2025). 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, 69(7), 1519–1536. 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). 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