Educational settings (INT101G)

Main objectives:
The purpose of the course is to introduce students to the diversity and development of educational settings. Students will become familiar with key developments in education in the 20th and early 21st century. There will be a brief introduction to theories of educational change and relationships between policy and practice. Students will be able to identify and discuss some of the issues involved in establishing and maintaining educational settings, both formal and nonformal. Students will understand that different cultural values lie behind different versions of good practice and will be able to form judgements about what might constitute good practice in a variety of settings.

Learning experiences:
Students will undertake regular field visits to a range of educational settings. They will be required to prepare themselves for the visits and to write short reports after the visits. Students will be required to read short articles in order to increase their understanding of developments in education. They will be encouraged to appreciate values and practices in different settings and will be able to construct arguments on what consitutes good practice. Students will research at least one setting in some depth and make an oral and visual presentation on their setting. They will carry out assignments involving electronic and library-based resources. Thorough preparation for classes will be expected and the course will rely on the active participation of students in classes.

Pedagogy (INT301G)

Pedagogy
The purpose of the course is to prepare participants to teach and work with children and adolescents in international and multicultural settings in Iceland and around the world. The main goal is to introduce key learning and teaching theories.

Content
The course will build on the combination of the group each time, take into account and adapt to the international and diverse experience and knowledge the teacher learners bring to the course. The course builds on a framework of inquiry that enables participants to analyze their experience, relate to pedagogical theories, and study multicultural and international pedagogy. The emphasis is on differentiation in the instruction, the learning material and the learning environment. Different learning styles, teaching methods, and assessment that support children and adolescent to become independent and active pupils will be introduced.

Procedures
The course work is based on diverse reading material, dialogue and projects. Participants are supported to be active, independent, and information seekers. Through the course the participants develop their practice based portfolio.

Inclusive education and the irregular school and society (INT002M)

This course offers an introduction to inclusive education policy and practic. It explores examples from the history of (special) education, theories and perspectives from disability studies, stigma and othering, democracy and social justice. The course will provide students with basic understanding of heterogeneous group teaching and learning, and how teachers and schools can work with learners with special needs and their families in general education schools and society.

Comparative and international education (INT001M)

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

Sustainability education and sustainability (INT401G)

The purpose of this course is to provide students with opportunities to work with conceptual issues in sustainability and their implications for sustainability education. The campus sessions will be built on informed debate. Several assignments will be expected together with student participation in discussions.

Examples of issues to be dealt with:

• The concepts of sustainable development and sustainability
• Sustainable development goals (SDGs)
• UNESCO – Decade of Education for Sustainable Development
• Sustainability Competencies
• Democracy, equity and sustainability
• Topics suggested by students

Sociology and history of education: Iceland in the community of nations (INT201G)

The course will examine the relationships between education and society by reviewing a variety of theoretical perspectives and empirical studies in sociology. Topics covered include theories of discrimination and social mobility, culture and the position of the individual in society, modernization and growing individualism, globalization and socialization, class and status. Theories and concepts within gender studies, queer studies, disability studies and cultural studies will also be discussed. Critical theories about race will also be introduced. Emphasis is placed on linking theories and research results. The course will also briefly examine important aspects of the history of education and childhood worldwide. Special attention will be paid to culture and how different societies understand and examine education and pedagogy / childhood.

Textbook:

Boronski, T. and Hassan, N. (2020). Sociology of Education. 2n edition. London: SAGE. 

Development and self (INT202G)

Main objectives:
The main objective of the course is to provide students with (i) a comprehensive understanding of the developmental changes of the life course, and (ii) understanding of dominant views and theories in psychology and philosophy about development and self in both in a global context.

Content:
The course will cover a broad range of developmental changes during different phases of an individuals life, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The interaction between development and self identity on the one hand and learning, motivation, parenting practices, culture, and different social environments on the other, will be addressed. Various topics in psychology and philosophy pertaining to theories of the self will be discussed, such as self identity, self respect, confidence and autonomy.

Procedure:
The course will consist of lectures and seminars. In seminars the students will get practice in discussing the various topics of the course in a critical and constructive setting placing them in a wide theoretical and practical context.

Globalisation and education (INT203G)

The aim of the course is to increase students' understanding of (i) how education can develop in today's multicultural societies and the challenges associated with it. (ii) the concepts of globalization, migration and the development of multicultural societies. (iii) concepts such as culture, religion, language and identity in light of migration, globalization and multicultural societies.

Content The course covers fundamental concepts related to globalization, migration and the development of multicultural societies. Concepts such as culture, religion, language and identity will be discussed and related aspects such as attitudes, prejudices, human rights, equality and democracy in multicultural societies will be discussed. Challenges in education in multicultural societies will be discussed and the concepts of multicultural education, global education and citizenship education will be introduced. The course is based on research in Iceland and in other countries in the field of education, globalization and the development of multicultural societies.

Teaching methods The course is based on lectures and discussions. In discussions, students will be trained to discuss various topics critically in an academic context with connections to the field. Students are expected to arrive well prepared on time, and the course expects active student participation in lessons. Students will present their final project orally and with a presentation of slides/pictures. In all projects, students are expected to use materials from the library and the web.

Professionalism in education (INT004M)

During the course, the emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders, professionals, and the professions. The concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and discussed. Further, the focus will be on development of a ‘professional’ and what affects his or her 'professional identity'. ‘Professional learning communities’, ideology and characteristics, will be examined.

The course consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required to present papers regularly related to the subject.