

- Do you want to qualify as a teacher?
- Would you rather take more courses than write a final thesis?
- Do you want the opportunity to do a paid student placement?
- Are you interested in compulsory school teaching?
- Are you interested in completing a graduate degree?
The MT in teaching Young Children is focused on education in the primary grades of Icelandic compulsory schools. The programme is designed with reference to the Icelandic National Curriculum Guide for Compulsory Schools and the teaching profession in Iceland.
Students learn about modern perceptions of children and education, fundamental ideas about childhood education, and how to create a learning environment that prioritises education, participation, empowerment, democratic values and wellbeing.
Emphasis is placed on the development of studies, planning the learning environment, and diverse methods for assessing children’s learning in compulsory school subjects.
Programme structure
The programme is 120 ECTS and is organised as two years of full-time study. It can also be completed by studying part time for three or four years.
The programme is made up of:
- Mandatory courses, 55 ECTS
- Restricted electives, 15 ECTS
- Free electives, 20 ECTS
- Electives in a chosen specialisation, 30 ECTS
An MT program involves students being able to take pedagogical courses instead of writing a 30 ECTS thesis.
Specialisations
Students choose between the following specialisations:
- Literacy and literacy learning
- Learning and teaching in the transition between pre- and primary school
- Teaching children of non-Icelandic origin
Organisation of teaching
Teaching and examinations are in Icelandic.
The programme is generally taught through blended learning, with two face-to-face blocks per semester. Student placements are a key part of the programme and each student is assigned a school to do their professional training.
Many courses offer real-time distance teaching, though requirements may vary and students are encouraged to check carefully how each course is taught.
Main objectives
The programme aims to provide students with knowledge of teaching and learning in preschools and primary grades.
Other
Upon graduation from a teacher's program at an Icelandic university, a teacher must have a competency in Icelandic that corresponds to a minimum of C1 in the European Language Framework.
All students graduate with a licence to teach at three levels of the education system, from preschools to upper secondary schools.
Completing the programme may allow a student to apply for a Master's programme.
A Bachelor's degree (B.Ed.) in compulsory school teacher education/the primary level, with first grade (7.25) or above.
For the final exam, students must complete 120 ECTS credits.
After completing a programme in teacher education at an Icelandic university, a teacher should have reached a level of competence in Icelandic that corresponds to a minimum of C1 according to the Common European Framework of References for Languages (CEFR), comparing the regulation number 1355/2022.
- CV
- Statement of purpose
- Reference 1, Name and email
- Reference 2, Name and email
- Certified copies of diplomas and transcripts
Further information on supporting documents can be found here
Programme structure
Check below to see how the programme is structured.
- First year
- Fall
- Working in inclusive practices
- Learning and teaching: Supporting children with special needs
- Research on early childhood education
- Spring 1
- Introduction to qualitative research
- Introduction to quantitative Research
- School practices and research
- Education for sustainability – skills in a changing world
Working in inclusive practices (KME115F, MAL102F)
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 and teaching: Supporting children with special needs (KME115F, 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.
Research on early childhood education (KME109F)
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
School practices and research (MVS212F, MVS213F, KME211F)
Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.
Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.
Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.
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.
- Second year
- Fall
- Teaching and Learning – becoming a Professional
- Spring 1
- Learning and teaching - field practice II d Teaching and Learning - field
Teaching and Learning – becoming a Professional (KME301F)
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
The main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Play and preschool teachers role
- Experiential Learning and Life Skills
- Bullying prevention, best practices and interventions
- Not taught this semesterChildren's active participation in early education
- Equality and schooling
- Spring 1
- Development of young children's mathematical ideas
- Interdisciplinary Collaboration within Leisure- and School Systems
- Creativity in
- Role of middle managers in schools
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Play and preschool teachers role (LSS101F)
The main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Experiential Learning and Life Skills (TÓS101F)
The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.
From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies.
Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.
Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.
Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings. In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.
Work schedule
The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.
Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm
Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.
Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).
Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).
Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.
Attendance is mandatory for the course, which includes the study sessions.
Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.
Direct costs related to field trips and travel will be approximately ISK 16.000.
Bullying prevention, best practices and interventions (TÓS509M)
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Children's active participation in early education (KME005F)
The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Equality and schooling (FAG101M)
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
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.
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Creativity in (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.
Role of middle managers in schools (STM210F)
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
- Fall
- KME115F, MAL102FWorking in inclusive practicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesKME115F, MAL102FLearning and teaching: Supporting children with special needsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn 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.
Face-to-face learningDistance learningPrerequisitesKME109FResearch on early childhood educationMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
MVS212F, MVS213F, KME211FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionStudents in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FSchool practices and researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTopic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.Face-to-face learningDistance learningPrerequisitesAttendance required in classFAG201FEducation for sustainability – skills in a changing worldMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe 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.
Distance learningPrerequisitesAttendance required in class- Fall
- KME301FTeaching and Learning – becoming a ProfessionalMandatory (required) course20A mandatory (required) course for the programme20 ECTS, credits12 fieldwork creditsCourse Description
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Face-to-face learningDistance learningPrerequisites- Spring 2
GKY401FLearning and teaching - field practice II d Teaching and Learning - fieldMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Fall
LSS101FPlay and preschool teachers roleRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits4 fieldwork creditsCourse DescriptionThe main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS101FExperiential Learning and Life SkillsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.
From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies.
Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.
Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.
Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings. In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.
Work schedule
The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.
Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm
Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.
Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).
Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).
Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.
Attendance is mandatory for the course, which includes the study sessions.
Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.
Direct costs related to field trips and travel will be approximately ISK 16.000.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS509MBullying prevention, best practices and interventionsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterKME005FChildren's active participation in early educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Distance learningPrerequisitesAttendance required in classFAG101MEquality and schoolingRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThe course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Spring 2
KME203FDevelopment of young children's mathematical ideasRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionTopic:
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS202FInterdisciplinary Collaboration within Leisure- and School SystemsRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in classKME210FCreativity inRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis 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.
Distance learningPrerequisitesAttendance required in classSTM210FRole of middle managers in schoolsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
Distance learningPrerequisitesSecond year- Fall
- KME115F, MAL102FWorking in inclusive practicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesKME115F, MAL102FLearning and teaching: Supporting children with special needsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn 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.
Face-to-face learningDistance learningPrerequisitesKME109FResearch on early childhood educationMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
MVS212F, MVS213F, KME211FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionStudents in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FSchool practices and researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTopic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.Face-to-face learningDistance learningPrerequisitesAttendance required in classFAG201FEducation for sustainability – skills in a changing worldMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe 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.
Distance learningPrerequisitesAttendance required in class- Fall
- KME301FTeaching and Learning – becoming a ProfessionalMandatory (required) course20A mandatory (required) course for the programme20 ECTS, credits12 fieldwork creditsCourse Description
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Face-to-face learningDistance learningPrerequisites- Spring 2
GKY401FLearning and teaching - field practice II d Teaching and Learning - fieldMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Fall
LSS101FPlay and preschool teachers roleRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits4 fieldwork creditsCourse DescriptionThe main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS101FExperiential Learning and Life SkillsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.
From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies.
Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.
Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.
Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings. In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.
Work schedule
The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.
Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm
Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.
Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).
Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).
Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.
Attendance is mandatory for the course, which includes the study sessions.
Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.
Direct costs related to field trips and travel will be approximately ISK 16.000.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS509MBullying prevention, best practices and interventionsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterKME005FChildren's active participation in early educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Distance learningPrerequisitesAttendance required in classFAG101MEquality and schoolingRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThe course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Spring 2
KME203FDevelopment of young children's mathematical ideasRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionTopic:
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS202FInterdisciplinary Collaboration within Leisure- and School SystemsRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in classKME210FCreativity inRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis 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.
Distance learningPrerequisitesAttendance required in classSTM210FRole of middle managers in schoolsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
Distance learningPrerequisitesYear unspecified- Fall
- KME115F, MAL102FWorking in inclusive practicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesKME115F, MAL102FLearning and teaching: Supporting children with special needsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn 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.
Face-to-face learningDistance learningPrerequisitesKME109FResearch on early childhood educationMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
MVS212F, MVS213F, KME211FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionStudents in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FSchool practices and researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTopic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.Face-to-face learningDistance learningPrerequisitesAttendance required in classFAG201FEducation for sustainability – skills in a changing worldMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe 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.
Distance learningPrerequisitesAttendance required in class- Fall
- KME301FTeaching and Learning – becoming a ProfessionalMandatory (required) course20A mandatory (required) course for the programme20 ECTS, credits12 fieldwork creditsCourse Description
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Face-to-face learningDistance learningPrerequisites- Spring 2
GKY401FLearning and teaching - field practice II d Teaching and Learning - fieldMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Fall
LSS101FPlay and preschool teachers roleRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits4 fieldwork creditsCourse DescriptionThe main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS101FExperiential Learning and Life SkillsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.
From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies.
Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.
Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.
Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings. In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.
Work schedule
The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.
Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm
Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.
Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).
Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).
Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.
Attendance is mandatory for the course, which includes the study sessions.
Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.
Direct costs related to field trips and travel will be approximately ISK 16.000.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS509MBullying prevention, best practices and interventionsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterKME005FChildren's active participation in early educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Distance learningPrerequisitesAttendance required in classFAG101MEquality and schoolingRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThe course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.
The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.
The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.
Face-to-face learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Spring 2
KME203FDevelopment of young children's mathematical ideasRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionTopic:
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in classTÓS202FInterdisciplinary Collaboration within Leisure- and School SystemsRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in classKME210FCreativity inRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis 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.
Distance learningPrerequisitesAttendance required in classSTM210FRole of middle managers in schoolsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
Distance learningPrerequisites