Katarina Lindahl

Personlig presentation av Katarina Lindahl

Excellent teaching practitioner. My work consists mostly of teaching within teacher education, English didactics, and supervision of students' theses. I also partly work as an NGLC resource for teachers.


I am a lecturer in English Language Learning and Teaching and teach on courses both within the English subject and the subject Pedagogical Work. I am also a certified teacher of English and Religion and hold a Licentiate of Philosophy in Subject Matter Education with a focus on English.

I studied at Gothenburg University at the Centre for Education Science and Teacher Research (CUL) and finished my licentiate thesis in 2015. Prior to my research studies, I received a Master of Education degree from Karlstad University and worked in both secondary and upper secondary school as a teacher of English and religion. 


I started as a lecturer at Dalarna University in 2015. Here, I work with online-teaching and teach mainly on language didactics courses and degree thesis courses within English as well as several courses in the teacher training programme for secondary school and upper secondary school teachers. I am interested in course development and also work as an educational developer. In 2021 I was awarded the distinction Excellent Teaching Practitioner. 


In my licentiate thesis I focused on vocational English in the Building and Construction Programme. The aim of the licentiate thesis was to examine how, and in what ways, vocational English is a part of English language teaching in the Building and Construction Programme in Sweden, and what the influences were for such pedagogy. The main research question was how policy documents relate to the views of teachers and their educational practice regarding vocational English. The study consisted of two parts: a textual policy analysis of the three latest upper secondary school reforms in Sweden (Lgy 70, Lpf 94, and Gy 2011), and semi-structured interviews with practicing English teachers in the Building and Construction Programme. The interviews are categorised by using Spradley’s (1979) semantic relationships and taxonomies. Balls’ (Ball, 1993) and Ozga’s (1990; 2000) concept of policy enactment is used in the analysis as well as Bernstein’s (1990; 2000) theoretical framework of classification, framing, and horizontal and vertical discourse.

In recent years I have worked more with net-based learning and teaching. I am interested in how digital tools can be used in course design and how online learning can be improved through digitalisation. Increased demands on digital competence among teacher students have also inspired me to focus on how we as teacher educators in turn can show teacher students how to improve their own digital competence, and I have published several book chapters and conference papers on the topic.