Teaches in the Principal Development Program, supervises within the framework of the Swedish National Agency for Education’s targeted initiatives.
I have worked as a University Lecturer at the Centre for School Leadership Development since 2022 and have a professional background as both a principal and a teacher. I served as a compulsory school principal (children 6-16 years old) for nearly ten years and have prior teaching experience primarily in upper secondary education, as well as in compulsory school, adapted education and adult education.
I am a certified teacher for lower-secondary education, upper-secondary education and adult education. I hold a qualification from the Principal Development Program, a Master in Leadership – Leading, Governing and Organising, and have completed advanced-level training in group guidance.
My primary areas of interest include leadership, teaching and learning, with a particular focus on educational leadership and the principal’s role in school development. I am also interested in group processes, organisational structures and social sustainability within the education sector, as well as principals’ working conditions and professional prerequisites. In addition, I have a strong interest in communication, both organisational and interpersonal, including conflict management and conducting difficult conversations.
Within the Principal Development Program, I serve as a process leader and teach across several components of the curriculum. I also hold an assignment as a supervisor within the Swedish National Agency for Education’s targeted initiatives (SBS/SRI). Beginning in autumn 2026, I will additionally serve as course coordinator for a new continuing education programme for principals (FFR): Competence Development for Principals in Practical Organisation and Work Environment, 7.5 credits. This course is offered at the advanced level within the framework of the national professional development programme for school leaders.
My teaching and supervisory practice is grounded in a sociocultural perspective on learning. I view knowledge as something constructed through interaction between individuals, where dialogue, collaboration and shared activities are central. Language, culture and social contexts function as key tools for creating meaningful learning processes. I therefore strive to design inclusive learning environments in which participants are encouraged to reason together, exchange experiences and make use of diverse resources to deepen and extend their understanding. My overarching aim is for every participant to feel engaged, involved and active in their own learning process.