Old Craft Traditions in Education (LVG004M)

The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. The main goal is to help student develop their skill and knowledge in using Computer Aided Design and Computer Aided Manufacturing. Students get the 3D software Prodesktop for free. The course also deals with the Icelandic pedagogical model for Innovation Education. Students learn to set up applications for design protections and how they can set up courses for the elementary school using the above knowledge. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework.

Ideas and evolvement (LVG101M)

The goal:

After this course the student should:

• have added to his or her knowledge and be able to demonstrate and show his or her understanding of the discipline in question within art and vocational training subjects.
• be able to set forth goals, be able to do work schedule and to follow it.
• be able independently and organize the topics with emphasis on fertile and creative thinking and well thought out methods.
• have gained an understanding of and use the most common methods within creative arts research.
• -have trained in critical discussion about their own works and the works of others, dedicate themselves to open-mindedness and creativity that can utilize in both their own studies and in their job and gain proficiency in the presentation of their own works and be able to argue their own conclusions.

Topic:
Common topic.

Methods and theories within idea development and innovation, their development and use will be introduced.

Individual work – seminar.

Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.

A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.

Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.

Outdoor Education and Green Design (LVG006M)

Aim: To practice green sustainable craft. 

General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education. 

Working Methods: Craft activities and lectures.

Woodcraft, woodturning and Wood Carving (LVG203M)

Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints. 

Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work. 

Assessment: Is based on evaluating students craft work and portfolios. 

The aims are to:

1. Train student in design,
2. Increase students’ handicraft knowledge and skill,
3. Train students in general woodwork, wood turning and wood carving.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Drama techniques for language learning and classroom management (ÍET204F)

Principles of language teaching – particularly in combination with a holisitic, communicative approach to language learning – align well with common goals of classroom management. Classroom management is a comprehensive term referring to a wide range of actions teachers take to organize students, materials, space, and time to achieve their learning goals. Relationship building, communication, engagement strategies, and structuring an effective learning environment are all features of effective classroom management (Stanzione & Mackenzie, p. 4-5) and effective language teaching. Incorporating drama techniques to achieve intertwined goals of effective language teaching and effective classroom management offers the possibility of developing practical skills and knowledge of mutual benefit to both teachers and students.  A rationale for applying drama methods to enhance language learning and classroom management include:

• It is an ideal way to encourage learners to communicate for real-life purposes.
• It makes language learning an active motivating experience.
• It helps learners gain the confidence and self-esteem needed to use the language spontaneously and collaboratively
• It makes language learning memo­rable through direct experience.
• It stimulates learners’ intellect, imagination, and creativity.
• It develops students’ ability to empathize with others and become better communicators. (Alvarado,2017).

Language assessment and language teaching (ÍET001F)

This course will review and discuss a number of key issues in assessment and testing, including National curriculum guidelines, current policies and trends. Traditional assessment methods and standardized examinations will be examined with critical eyes. New approaches to assessment will also be discussed, for example: formative assessment, authentic assessment, self-assessment, peer evaluation and evaluation based on study, experience, or portfolios.

Main Objectives

• gain knowledge and understanding of assessment criteria and methods in language education
• acquire a basis for being able to organize and formulate assessment programs

Working methods:
Teaching is conducted through lectures, face-to-face and online discussions, and student-driven presentations. There will be a great deal of reading that incorporates students’ interests in terms of reading material, discussion topics, group and individual work, and projects that are shared as presentations/workshops. Emphasis is placed on the students developing their own teaching methods and assessment methods and sharing their knowledge and practices with others.

Literacy and dyslexia in language education (ÍET005M)

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Computer assisted language learning (ÍET201M)

The main goal of this course is:

• for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
• that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
• that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.

Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possibe to use them in training different language components. 

Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization of

History of the English Language (ENS201G)

An overview of the history and development of the English language.

Second Language Research (ENS235F)

This is an overview course that introduces major research methods in second language acquisition and teaching. Qualitative and quantitative research methods will be explored and their role in interpreting second language development. Student will examine real studies, develop a research plan, and conduct a pilot study. 

EFL learning and second language acquisition (ÍET202M)

This course  draws on seminal and current research about effective teaching and learning of English as a foreign language.  Students will come to understand important theories that underpin EFL learning and second language acquisition, especially as it concerns teaching the four language skills (listening, speaking, reading, and writing). This is accomplished by considering relevant concepts related to language acquisition, learner autonomy, and language assessment in a self- reflective and analytical way. Essentially, this course examines the why behind language teaching through student‐led and teacher-supported seminars. It culminates in a research project considering how to practically apply this knowledge to EFL teaching in a way that benefits both teachers and learners.

Course work demands active participation and consists of reading, lectures, face-to-face and online discussions, student-driven presentations and a research project.

Introduction to English language teaching (ÍET202G)

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

American History and Culture (ENS204G)

• This course aims at revisiting decisive moments of the history of the United States of America, from the early settlement to the present.
• Particular attention will be dedicated to the events surrounding the Independence of the country, the American Civil War and ensuing Reconstruction, as well as offering a broad overview of the 20^th and early 21^st centuries.
• There will also be an emphasis on the experiences of minorities and disenfranchised collectives (Native Americans, African Americans, Latinos, and Asian Americans, the LGBTQ community, as well as the rights of women) in the history of the United States, from the settlement to present.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

The art of writing and literature (ÍET004M)

In this course, different types and genres of literary texts will be read and analysed, as a practical base for creative writing of various kinds - with the needs of the school teacher of literature and writing in mind.

Language past and present (ÍET212F)

In this course selected topics concerning language variability as well as the etymology of words will be examined and subsequently linked to teaching in the education system. The topics themselves and the overall approach will be connected to the fundamental pillars of education, including a view on social and cultural literacy through language.

Topics that will be covered include dialectal variation at the level of phonology and vocabulary, as well as etymology, basic principles of language change and underlying triggers of change. Language development will be treated from the perspective of language acquisition and its nature in comparison to other languages, which in turn will be explored through the lens of cultural factors and variability in social structure. In addition, received ideas about the special status of Icelandic among related languages such as the Scandinavian languages and English will be subjected to critical evaluation.

Active student participation is encouraged, with an emphasis on independent and creative methods in dealing with diverse (electronic) textual data from various time periods. Students will also have the opportunity to develop assignments based on the course material and to approach existing textbooks and other educative content in a critical way.

Teaching literature (ÍET213F)

The goal of this course is twofold. On the one hand different methods of teaching literature will be introduced with an emphasis on diversity and different ways of connecting literature with various subjects. The course will explore how the methods of literary analysis and criticism can be used to open up literary texts in the classroom and help pupils to put them into the context of their everyday liver. Through literature and literary analysis different eras, cultures, nationalities, languages and personalities can be explored. 

On the other hand the course will focus on the teaching of literature in Icelandic elementary schools, the goals of the national curriculum, the role of the study of literature and its part in general education. The selection of literary texts for teaching in the school system will be studied as well as the criteria for such selection in Iceland and in other countries. 

Icelandic teaching and policy (ÍET106F)

The aim is to enable the student to gain a general understanding of the latest knowledge, theories, ideologies, concepts and methods in the field of language and instruction in grammar, giving a special attention to the situation in Iceland.

Terms like language policy, language planning, standard language and language usage are addressed, and conventional ideas about right and wrong language use are put into question. In addition, different positions towards gender neutral language will be discussed as well as opposing views about official naming policies. Current teaching material will be examined considering such ideas.

The main emphasis will be put on how to get young people to reflect on their responsibility in maintaining the language, while urging them to be tolerant towards other people’s language use. Students also get training in leading discussions on controversial language matters.

An important discussion will take place about the language policy in Iceland pertaining to neologism as a reaction to foreign language influence. Students will be prepared to use neologism as part of their teaching.

Classic Stories (ÍET102M)

The course addresses ways to educate about Icelandic folklore and medieval literature. Students read selected folklores and look at medieval texts of various literary traditions, such as myths, Edda poetry, and specific Icelandic Sagas. The international context of the texts will be specifically addressed. The course also looks at how the medieval literature and folklores are currently being used in culture and arts.

Literature and the fundamental pillars of education (ÍET002F)

Students will read different literary text which are well suited to the task of opening up discussions about the fundamental pillars of education as they are defined in the National Curriculum Guide for Compulory Schools (2013). These are: Literacy, Sustainability, Democracy and Human rights, Equality, Health and Wellfare and Creativity.

The reading list will reflect three main themes that are connected with the fundamental pillars. The reading material will also provide students with general competences in literature, language and expression. The three main themes are important for students from all departments within The School of Education. They are:

1. Children and Development
2. Equality
3. Cultural Heritage and Society

The keywords of the course are: Literacy, vocabulary and interpretive skills

Teaching Icelandic as a second language (ÍET102F)

Course description

This course aims to increase participants’ knowledge and understanding of Icelandic as a second language learning in the multilingual children and students. Pedagogy and theories in the teaching of Icelandic as a second language will be discussed. The objective of the course is to increase participants’ proficiency in applying effective and up-to-date instructional methods in teaching Icelandic as a second language, which also can be applied to Icelandic and other subject areas, and also to encourage critical thinking in applying these methods. In addition, intercultural competence, co-operation with families, heritage language and multilingualism in schools, and language teaching at pre-primary, primary, and upper secondary school levels will be discussed. The purpose of the course is also to encourage participants to constantly seek new knowledge by taking into account the latest research and theories in the field in Iceland and abroad.

Language assessment and language teaching (ÍET001F)

This course will review and discuss a number of key issues in assessment and testing, including National curriculum guidelines, current policies and trends. Traditional assessment methods and standardized examinations will be examined with critical eyes. New approaches to assessment will also be discussed, for example: formative assessment, authentic assessment, self-assessment, peer evaluation and evaluation based on study, experience, or portfolios.

Main Objectives

• gain knowledge and understanding of assessment criteria and methods in language education
• acquire a basis for being able to organize and formulate assessment programs

Working methods:
Teaching is conducted through lectures, face-to-face and online discussions, and student-driven presentations. There will be a great deal of reading that incorporates students’ interests in terms of reading material, discussion topics, group and individual work, and projects that are shared as presentations/workshops. Emphasis is placed on the students developing their own teaching methods and assessment methods and sharing their knowledge and practices with others.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

Multilingualism and literacy (KME116F)

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

Teaching Icelandic as a second language (ÍET102F)

Course description

This course aims to increase participants’ knowledge and understanding of Icelandic as a second language learning in the multilingual children and students. Pedagogy and theories in the teaching of Icelandic as a second language will be discussed. The objective of the course is to increase participants’ proficiency in applying effective and up-to-date instructional methods in teaching Icelandic as a second language, which also can be applied to Icelandic and other subject areas, and also to encourage critical thinking in applying these methods. In addition, intercultural competence, co-operation with families, heritage language and multilingualism in schools, and language teaching at pre-primary, primary, and upper secondary school levels will be discussed. The purpose of the course is also to encourage participants to constantly seek new knowledge by taking into account the latest research and theories in the field in Iceland and abroad.

Inclusive education in a multicultural society: Theory and research (MAL104F)

Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.

The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.

Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

Icelandic in the educational system (ÍSF801F)

The main purpose of the course is twofold. First, to shed light on how Icelandic is taught in upper primary and secondary schools. Second, to explore ways of developing Icelandic as a school subject, with respect to practical and theoretical research. What ability should be emphasized in the use and practice of the language? What skills should students have obtained by the end of each school level and how should they be trained? Which aspects of language and literature are most important for the students to know and understand? What are the most used teaching methods? What kind of teaching material is most commonly used in schools and to what extent does it reflect recent knowledge and developments in the fields of language and literature? In the course assignments the students will be trained in defining and implementing their own teaching ideas, with an emphasis on recent knowledge.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Social Innovation and creative learning (SNU012M)

): Instructional Design, Digital Media and Emancipatory Pedagogy (SNU206F)

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.

Education, innovation and employment (SNU207F)

The aim of the course is to meet the needs of individuals and institutions in practicing innovation in schools, leisure activities, education, and other fields of work. The focus will be both on innovation in schools, leisure and education of entrepreneurs in Iceland as elsewhere. Also to make individuals able to educate those who practice innovation in schools and other fields of work. Definitions, theories, and research on innovation in schools, education, and in general will be discussed, international and local institutions in the field of innovation will be introduced. Students will get practice in making developmental plans in education development plans or action plans with a focus on innovation and evaluate what it takes to take a new idea into practice in education and other fields of work.

Learning and teaching on the Internet (SNU008M)

The scope of this course is research and projects about communication, presentation and structure of content and learning environments on the Internet. The course is project oriented and workshop based and evaluation will be based on student participation and on-line work (eportfolio). Most class meetings and student work will take place on-line and in virtual spaces using various on-line tools. Students will work on tasks such as: 

• prepare instructional material, interactive content and research articles for use in netbased learning environments
• participate in research/projects about Internet media in learning and teaching
• design learning environments and learning processes on the Internet where content, student learning spaces, evaluation, communication and group work are connected
• discuss research and innovative projects about use of Internet in teaching and learning and link new media with theories af learning and teaching
• design various forms of Internet learning environments such as elearning, blended learning, homework - learning outside the school.

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Climate Change and Education (SNU203F)

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

Educational Innovation (SNU011M)

Students finish these three EdX courses on their own:

1.      Creativity & Entrepreneurship

2.      Agile Innovation and Problem Solving Skills

3.      You Can Innovate: User Innovation & Entrepreneurship

Also, students participate in a workshop on August 12 and August 18.

In this course, participants learn about the various aspects of innovation in education with regard to teaching methods, learning environment, integrating technology, and more. Special attention will be given to design thinking and social innovation as tools for tackling school challenges in innovative ways. Participants complete three EdX courses on innovation and change management in education.

Following that, participants will meet in a session where they will work in groups to design a solution to an educational challenge using the methods and frameworks informed by design thinking and societal innovation. Finally, students present their products at the final meeting of the course.

Computer assisted language learning (ÍET201M)

The main goal of this course is:

• for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
• that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
• that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.

Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possibe to use them in training different language components. 

Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization of

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Play and creativity (KME210F)

This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Mathematics Education (SNU401F)

In this course, students learn about some of the main theories in mathematics education and about research on mathematics learning and teaching. In focus is mathematics teaching in schools, individual learning and the societal roles of mathematics and mathematics education. Students also deepen their understanding of mathematics and mathematics education by engaging with mathematics tasks and working on ways to adapt and develop mathematics tasks for primary and secondary school students. Emphasis is placed on how teachers can make use of theory in order to plan and implement mathematics teaching for all, such that it is based on care for mathematics learning.

The set of real numbers (SNU001M)

Topics come from number theory and calculus; the Euclidian algoritm, continued fractions, definitions and theorems concerning limits, continuity and derivatives, sequences and series, convergence and some convergence tests, Taylor series in particular. Number sets are dicussed, the set of rationals compared to the set of reals. Algebraic numbers are defined and the existence of transcendental numbers demonstrated. Particular proofs of irrationality for the numbers e and pi are included.

Computational thinking (SNU203M)

Course description in English:*  This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.

The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.

Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.

Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.

Research in mathematics education – the mathematics teacher (SNU005M)

The main goal of the course is that students study theories on mathematics education and will be confident in discussing and writing about mathematics teaching and learning from a theoretical perspective. The focus is on the mathemaics teacher and teacher development and ways to research students learning in own classrooms as well as the teachers’ own learning developed through critical awareness. Student teachers will be supported in realating their research to theories of mathematics education. New trends within the field will be discussed and how learning environments in the 21st century affect students’ learning approach.

Mathematics for diverse student group (KME111F)

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.

Development of young children's mathematical ideas (KME203F)

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.

): Instructional Design, Digital Media and Emancipatory Pedagogy (SNU206F)

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.

Various approaches to teaching mathematics in upper secondary schools (SNU503M)

In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.

Climate Change and Education (SNU203F)

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

Astronomy and evolution of life (SNU202M)

The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth. 

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Music in terms of history (LVG104M)

The topic of this course is music in a historical perspective. Traditional Western musical history will not be the sole point of interest. The focus will rather be aimed at an eclectic view of music from various times and different parts of the world. Students will be encouraged to investigate how musical traditions and stiles are formed in the context of social and technological developments. By the end of the course students are expected to be capable of analysing a myriad of musical styles through the lenses of musical and socio-historical perspectives. Furthermore, students should acquire the ability to mediate this knowledge of musical styles and traditions to children and adolescents.

Practical accompaniment in music education (LVG103M)

During this course students will learn to apply efficient strategies for keyboard accompaniment in the context of music education. Practical theory of basic harmony will be taught for the purpose of laying a foundation for creating and improvising accompaniment for singing and ensembles. In addition to the keyboard the basic tenets of guitar and ukulele playing will be introduced using the same harmonic approach. Students will learn basic harmonic analysis of common music and will learn to create arrangements according to their own instrumental proficiency. By the end of the course students will have acquired skills to accompany common songs in at least six keys.

Independent project in art and crafts (LVG003F)

Independent projects in collaboration with academics at the Faculty of Subject Teacher Education.

Music education in groups -Theories and practical methods (LVG009M, LVG210M, LVG003F, LVG003F)

The topic of this course is music learning theories and practical implications. The readings include principles and processes in recent music education theories. Critical theories in music education will be examined and used to explore traditions and conventions in music instruction for children, youth and adults. Students will explore some wide spread methods of music teaching and learning.

Singing and choral conducting II (LVG009M, LVG210M, LVG003F, LVG003F)

Subject Singing and vocal training for children and youth in choirs. Focus on individual development of each student in mastering choral conducting techniques that are appropriate for young choral voices.

Students build on previous knowledge in basic conducting techniques and get opportunity to strenthen own competence in a group of peers with expert guidance.

 Methods

A combination of workshops, home exercises, online meetings and supportive reading materials on voices and choral leading techniques

Independent project in art and crafts (LVG009M, LVG210M, LVG003F, LVG003F)

Independent projects in collaboration with academics at the Faculty of Subject Teacher Education.

Independent project in art and crafts (LVG009M, LVG210M, LVG003F, LVG003F)

Independent projects in collaboration with academics at the Faculty of Subject Teacher Education.

Practical accompaniment in music education II (LVG109M)

This course provides a further deepening of all the skills taught in the previous course on accompaniment on keyboard, guitar and ukulele.

Music and the brain (LVG102M)

The subject of this course is the effect of music on humans from various perspectives. The course will provide insights into research on the effect of music on emotions and well-being. Music perception research will be discussed as well as theories on music and learning. Reading material will include recent research within brain research and neuro-psychology.

Students take an active part in shaping the outline and focus of each weeks lecture by providing their own opinions and interests on the readings of each week. Students are encouraged to form opinions on issues that interest them the most in the readings and the teacher provides additional readings to deepen the knowledge in accordance with the students' diverse areas of interest.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Research and development in science education (SNU004M)

Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.

Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field

It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.

Astronomy and evolution of life (SNU202M)

The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth. 

Teaching of Biology (SNU701M)

Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods.  Assessment of students in biology.

Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.

Teaching of Earth science (SNU502M)

Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.

Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.

Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.

Literacy of science texts (SNU002F)

Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.

Teaching about waves, light, sound and environment (SNU003M)

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Climate Change and Education (SNU203F)

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

Teaching of physics and chemistry (SNU504M)

The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.

Earth in space (SNU201M)

The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools.

Teaching is based on weekly classes (not all weeks of the term) and field trips (in the Capital area). Each student must attent at least five of these trips and do a short summary on each. Further information about assignments and exams are introduced in the course teaching plan.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Dramafusion –communication in drama (LVG108M)

Assignments: Traning in devised methods of acting, as well as training in  Physical Theater and Imagery. Theatre.  Students will become acquaint  with artists and art events in Icelandic society, linking to ideology and theory of artistic experience. Area of  contact of drama will be explored from a variety of perspectives with different communication in drama

Work will mainly through  workshops where students seek a variety ways to work with drama (traditional, unconventional), through different communication  like,  still images, film, sound, text, staging, and social media. Conditions and influence of drama in the present will be explored.

The projects  aim for creativity and expression, related to the development of students learning trajectories, curriculum drama and reflect on drama in  cultural and social dimension.

The value of drama in context of welfare and equality (LVG204F)

During the course, emphasis is placed on introducing both practical and theoretical subjects in drama. Theories and definitions are explored simultaneously with practical creative projects. Students get to know the conceptual history of drama in broad terms and the value of drama will be discussed with reference to theories and research.

Work will be based on the equality and welfare of children. Students acquire knowledge and understanding of equality and children's well-being and seek possibilities through drama that can be used in teaching. 

In the course students will work independently, professionally and creatively with drama.

Children's plays, for children and with children (LVG207M)

The course emphasizes introducing and training students to work independently and professionally in staging a play / musical in schools. A play will be prepared that addresses the issue of children and adolescents with children on the one hand and for children on the other. The basis of the course is the training of students to work independently, professionally and creatively with the installation of a stage play; preparation of script discussions, editing and presentations.

Drama and theatre laboratory in the digital world (LVG205M)

The course is a mixture of academic and practical creative projects. The essence of the course is training students to work independently, professionally and creatively with drama. In addition, students are trained in the use of equipment and technology in doing short films and cinema, radio theater and social media for the future of the subject. Emphasis is placed on students acquiring understanding and knowledge of the work of drama teachers both theoretically and professionally. The latest research are introduced and projects prepared in connection with the research.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Differing perspectives on the history of Iceland in the Middle Ages (SFG103M)

Course description in English:* 

Course content: The course covers the main events in the history of Iceland in the Middle Ages, such as the movement of people, the beginnings of fixed settlement, religious strife, class divisions, civil war during the Age of the Sturlungs, and contact and links with other nations.

One focus of the course highlights viewing events from the perspectives of social history, gender history and environmental history. Students will learn to apply historical thinking and logical argument, both in their own reading and in social science teaching. The use of a range of primary sources will be stressed, particularly in history and social science teaching, the main theme of the course being how this material can be taught in primary and secondary schools.

Study methods: Recordings of lectures that students will listen to at home, workshops, field trips, creative seminars, independent and collaborative assignments.

Topics in social science education (SFG107F)

Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.

Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students also regularly submit argumentation assignments, take part in a symposium and write a final assignment.

Iceland in modern times (SFG205F)

Course topics: In the course it will be asked what is the situation in Iceland today with regard to, e.g. composition of residents in Iceland, residental pattern, work, societal structure and structure of government. In the course participants will analyse selected areas in Iceland using public data and research results. Also, the analysis will be about information credibility, controversial issues like the relations of state and religions, and influences of climate change on society. Then, work will include questions on how these influences appear and if something needs to be changed and why with regard to participants view of schools.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%.  The course in taught in weekly sessions on-line. All participants (both on-campus and long-distance learners) are obliged to attend 80% of classes (see rules of UI) according to the teaching plan. 

The local community (SFG202M)

The main purpose of this course is to analyse opportunities and challenges in a local community and local environment of choice, and in what way it can be used in school work.

The topic is one’s local community or a community of choice. Focus will be on the geography of Iceland; i.e. nature, economy, transport and land use in Iceland. Also, focus will be on regional bounding from the point of nature, history, economics and community development. Concepts concerning regions will be introduced, e.g. core area, periphery, constituency, municipality and parts of a country. Also, focus will be on population distribution, densely populated area, rural areas, and regional organisations in Iceland. Place-based education will be studied with special attention on the role of experience in learning. Also, emphasis will be on how to use controversial issues in teaching.

Working method: The course is organised in units focusing on one theme in each unit. Lectures will be prerecorden available online and readings will be accessible on Canvas (the online learning environment). Final exam counts for 40%, and assignments and shorter exam count for 60%. The course is taught in weekly classes online. Student are obliged to attend marked classes because there they have a certain role that cannot be fulfiled otherwise.

Equity in education and equality for all (SFG203M)

In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.

Education, social justice and critical studies (SFG102M)

The course traces how social studies have shaped the societies they belong to. We explore how they influenced nationalist, imperialist and colonialist ideologies in the 19th century. We go on to view how they construct our contemporary societies from critical, feminist, queer and decolonial standpoints. The course provides students with various examples of teaching methods and projects intended to have social impact. Students also receive training in reflecting on how their teaching has a hand in shaping norms and ideologies. Also, if and how they can influence the construction process. 

Earth in space (SNU201M)

The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools.

Teaching is based on weekly classes (not all weeks of the term) and field trips (in the Capital area). Each student must attent at least five of these trips and do a short summary on each. Further information about assignments and exams are introduced in the course teaching plan.

Multilingualism and literacy (KME116F)

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

Life Skills - The Self (SFG104F)

Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.

Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.

Climat change and vulnerable Earth (SFG002F)

The course main focus in climate change and climate change education. Focus will be on the causes of climate change, i.e. green-house effect, heat transfer and the interplay of gases and radiation. Then, consequences of climate change on nature and society, locally and globally. Focus will be on biodiversity, land erosion, acidification of oceans, rise of sea level and distribution of invasive species. Examples of changes in human societies and population catchment area, pollution on land and see. Focus will also on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint (e.g. reclamation of wetlands, sustainable lifestyle and energy sources).

United Nations emphasis on Climate change Education will be reviewed and discussin in context of the United Nation Development Goals (SDGs). Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools.

Teaching is organised in weekly classes online and participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Topics in social science education (SFG107F)

Content: The course discusses selected topics in social science education, i.e. within geography, life skills, ethics, history, philosophy, religious studies or sociology. Topics, concepts and approaches to teaching social sciences will be discussed theoretically with the aim of deepending the students view of social science education. There is an emphasis on an interdisciplinary approach to social science education, but at the same time students will be able to go deeper into the subjects and topics that they are most interested in.

Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students also regularly submit argumentation assignments, take part in a symposium and write a final assignment.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Sustainability education and leadership (SFG003F)

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:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

Sustainability education and learning (SFG207F)

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line and campus sessions will be built on informed debate. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes during according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Sustainability as an emerging curriculum area

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Textile art and design in a historical context (LVG108F)

Emphasis is placed on historical examination of older and new trends and currents in textile art works, fashion and design in the context of Icelandic textiles and clothing history as a source of new ideas. Emphasis is placed on originality and creative work methods in one's own intellectual works. The work process is based on conceptual work, source collection and processing as well as research and experimental work. Students work with design and decoration possibilities in two- and three-dimensional forming based on the theoretical basis of textiles. Students work professionally on the presentation of their work, which is followed by exhibition. Reports are made with pedagogical aspects and teaching assignments with an emphasis on the historical connection of textiles: fashion, design and art.

Creative textile recycling (LVG106M)

Sustainability in textiles (LVG106F)

Emphasis is on sustainability and environmental protection. The aim is to activate environmentally friendly thinking in action and to link sustainability in textiles to a sustainable and responsible lifestyle. Sustainable thinking, creativity and innovation are encouraged, to create something completely new or to renovate clothing and other textile products that already exist. The ideology of sustainable development and methodology and the process of design and innovation are followed; from the need and knowledge of subjects and technical methods to the development of ideas and experiments in search of solutions. The course provides tools, methods and solutions, but a new approach is created in each textile method each time new material is used. Reports are made of the results of the course in context with pedagogical aspects and the value of textiles in the society of education and teaching.  

Designhistory - fashion, textiles and furniture (LVG008M)

Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.

Fashion and product design (LVG501M)

Emphasis is placed on pattern construction and sewing techniques in connection with the design of clothing and textile products. Students use themes and research as sources of new ideas and innovation. Students work according to design methods that involve researching, experimenting and planning the processing of a product. Students complete projects in idea and design folders. Reports are made of the results of the course in context with pedagogical aspects and the value of fashion and textile design in further education and working life.

Design history (LVG005M)

Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Art and Design History (LVG102F)

Course Outline:

1. Introduction to Art History.
2. Methods of interpretation.
3. Artistic movements in international History of Art and Design.

Course Format: Lectures, seminars and visits to local art museums.

"To relate to time" (LVG206M)

This course explores the potential and constraints of instructional design and digital media in educational contexts.  Open project approaches and the value of digital communities sharing open learning materials, will also be introduced.

Ideas and evolvement (LVG101M)

The goal:

After this course the student should:

• have added to his or her knowledge and be able to demonstrate and show his or her understanding of the discipline in question within art and vocational training subjects.
• be able to set forth goals, be able to do work schedule and to follow it.
• be able independently and organize the topics with emphasis on fertile and creative thinking and well thought out methods.
• have gained an understanding of and use the most common methods within creative arts research.
• -have trained in critical discussion about their own works and the works of others, dedicate themselves to open-mindedness and creativity that can utilize in both their own studies and in their job and gain proficiency in the presentation of their own works and be able to argue their own conclusions.

Topic:
Common topic.

Methods and theories within idea development and innovation, their development and use will be introduced.

Individual work – seminar.

Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.

A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.

Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.

Working with clay through art process (LVG003M)

The objective is for students to gain knowledge in developing their ideas on different visual modes with different techniques, methods and materials.

In the first part of the course various basic work will be covered such as sketch making and shaping forms in clay. Also, students learn all the basic work with glazes and firings.

In the second part of the course students choose their thesis in clay as they do a research and work quite independently.

Students should be  active in registering their work process and taking photos. All documentation should be presented in a portfolio of the course.

Lectures, demonstrations, practical work, field trips, discussions and registry.

Sociology and philosophy of education (SFG106F)

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.

Literacy and subject teaching (ÍET214F)

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

Social Innovation and creative learning (SNU012M)

Icelandic and the education of multilingual students (ÍET206F)

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)

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).

Information & Communication Technology (ICT) in Education and School Development (SNU007F)

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

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.

Distance Education (SNU008F)

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

Parent-child interaction (FFU201F)

Students will analyze and critique parent-child interaction theory and research, consider implications for parent-child relationships and parents’ and children’s development, and apply this course material to professional work with families.

Education for sustainability – skills in a changing world (FAG201F)

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Working in inclusive practices (KME115F)

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Learning theories: Application and research (MVS009F)

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

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Gender equality in schools (KME101F)

The course introduces what is gender studies and how key concepts – such as equality, gender, gender roles, gender identity, intersectionality, queer studies, stereotypes, gender based violence, sex education, femininity, and masculinity – are useful to understand and organize schools. The course also focuses on the legislation about gender equality and gender equality education. The connections between gender equality and other types of equality are also dealt with, in accordance with the national curriculum for pre-, compulsory, and upper secondary schools.  Emphasis is placed on that the students in the course can analyze learning environments, methods, and materials from a gender perspective. Also that they can analyze the choice of play in preschools as well as in breaks and school sport.

The fundamental perspective of the national curriculum that gender equality education should involve critical examination of hegemonic ideas in society and its institutions, in order to teach children and youth to analyze the circumstances that lead to discrimination of some and privileges for others, is a base for the course.

Required attendance to introduce own final assignment in the course.

Queer pedagogy (SFG004M)

Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.

Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.

Introduction to Parenting and Counseling for Parents (FFU101M)

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.