This is a practical programme that introduces students to a wide range of tools and techniques that they can put into practice in their jobs.
The programme aims to enhance the mentoring skills of those who provide professional mentoring and consulting to teachers and schools in the field of pedagogy and education. There is a particular focus on the role of educational consultants, school services and teachers involved in mentoring student teachers, newly qualified teachers or other teaching colleagues.
The programme is designed for students who have completed an undergraduate degree in educational sciences with a first class grade and have at least two years’ experience of work related to education and the education system.
There are also 30 and 60 ECTS Master’s level qualifications in mentoring and educational consultancy available under the programme in educational leadership and evaluation studies.
The programme is 120 ECTS and is organised as two years of full-time study. It can also be completed by studying part time for three or four years.
The programme is made up of:
Free electives must be connected in some way to the subject and form a logical whole in the field of pedagogy or leadership.
Teaching and exams are in Icelandic.
There are three study blocks over a semester. Between blocks, the UI learning management system Canvas is used systematically to organise collaboration and teamwork.
The programme aims to enhance the mentoring skills of those who provide professional mentoring and consulting to teachers and schools in the field of pedagogy and education. Mentoring programmes should work to build the professional competence of individuals, groups and units based on the philosophy of a learning community.
People who are working as teachers are eligible for a scholarship grant to study mentoring and educational consultancy. This initiative is aimed at encouraging more people to specialise in this area so that schools will be better equipped to support student teachers and newly qualified teachers. The latest collective wage agreements for preschool and compulsory school teachers agree pay rises for teachers who complete further education courses for credits.
Completing the programme allows you to apply for doctoral studies
Applicants shall have completed an undergraduate degree in education from an accredited higher education institution with a first grade (7.25) and have at least two years' work experience in education.
120 ECTS credits must be completed for the M.Ed. degree.
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school.
Objectives- participants:
Teaching: Lectures, discussions, individual and group projects.
Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.
Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.
The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.
The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.
The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.
At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school.
Objectives- participants:
Teaching: Lectures, discussions, individual and group projects.
Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.
Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.
The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.
The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.
The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.
At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school.
Objectives- participants:
Teaching: Lectures, discussions, individual and group projects.
Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.
Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.
The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.
The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.
The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.
At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school.
Objectives- participants:
Teaching: Lectures, discussions, individual and group projects.
Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
The focus of this course is on counselling theories and their effective use in analysing counselling relationships and in planning interventions. Students also analyse their own counselling style. Special emphasis is on the development of counselling theories from psychoanalysis to postmodern counselling theories as well as the influences of cultural diversity and gender on the development of theories and counselling. Historical and ideological foundations of school and career counselling will be presented. Finally, a briew overview will be given over the history of school and career counselling in Iceland.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.
Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.
The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.
The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.
The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.
At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.
The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start.
Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
An education in this area can open up opportunities in:
This list is not exhaustive
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