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Language skills
required, minimum level of B2
Programme length
Full time university studies for two years, 120 ECTS credits (60 credits per academic year).
Study mode
Face-to-face learning Distance learning
Application status
International students:
Students with Icelandic or Nordic citizenship:
Overview

  • 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.

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).

For the final examen, 120 ECTS credits must be completed. 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.

The following documents must accompany an application for this programme:
  • 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 (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Learning and teaching: Supporting children with special needs (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Research on early childhood education (KME109F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
School practices and research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Education for sustainability – skills in a changing world (FAG201F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Teaching and Learning – becoming a Professional (KME301F)
A mandatory (required) course for the programme
20 ECTS, credits
12 fieldwork credits
Course 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Spring 1
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
A mandatory (required) course for the programme
15 ECTS, credits
12 fieldwork credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Whole year courses
Mentor in Sprettur (GKY001M)
Free elective course within the programme
5 ECTS, credits
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  

Language of instruction: Icelandic/English
Face-to-face learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Fall
Play and preschool teachers role (LSS101F)
Restricted elective course, conditions apply
10 ECTS, credits
4 fieldwork credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Not taught this semester
Year unspecified | Fall
Children's active participation in early education (KME005F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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. 

Language of instruction: Icelandic
Distance learning
Attendance required in class
Year unspecified | Fall
Leadership, communication and collaboration (LSS102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In the course, the main theories of leadership will be discussed. Further, communication and learning of adults will be discussed, as the preschool as a learning community, gender, change process, mentoring, conflicts, and bullying among adults. The role of the head of a department in preschools will be studied, a partnership of parents and staff will be discussed as complicated interviews with those partners.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Year unspecified | Spring 1
The joy of language: Effective preschool and compulory school activitieskindergarten (KME002F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

Language of instruction: Icelandic
Distance learning
The course is taught if the specified conditions are met
Year unspecified | Spring 1
Collaboration between pre- and primary school. (KME004F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Year unspecified | Spring 1
Play and creativity (KME210F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Year unspecified | Spring 1
Social and emotional learning in education (UME208F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Spring 1
Research with children and youths (KME201F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:

  • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
  • Gain knowledge and understanding on the performance of research with children and young people.
  • Are able to apply theoretical approach as planning projects and research.

During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

Language of instruction: Icelandic
Distance learning
Attendance required in class
Not taught this semester
Year unspecified | Spring 1
Development of young children's mathematical ideas (KME203F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Fall
Working in inclusive practices (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Learning and teaching: Supporting children with special needs (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Research on early childhood education (KME109F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
School practices and research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Education for sustainability – skills in a changing world (FAG201F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Teaching and Learning – becoming a Professional (KME301F)
A mandatory (required) course for the programme
20 ECTS, credits
12 fieldwork credits
Course 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Spring 1
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
A mandatory (required) course for the programme
15 ECTS, credits
12 fieldwork credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Whole year courses
Mentor in Sprettur (GKY001M)
Free elective course within the programme
5 ECTS, credits
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  

Language of instruction: Icelandic/English
Face-to-face learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Fall
Language development (KME104F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Year unspecified | Fall
Language and Reading Disabilities (KME108F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Fall
Multilingualism and literacy (KME116F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Year unspecified | Spring 1
Language Development and Literacy (KME204F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Spring 1
Reading and teaching to read: emphases and development (KME206F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Spring 1
Literature and the fundamental pillars of education (ÍET002F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

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

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Spring 1
The joy of language: Effective preschool and compulory school activitieskindergarten (KME002F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

Language of instruction: Icelandic
Distance learning
The course is taught if the specified conditions are met
First year | Fall
Working in inclusive practices (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Learning and teaching: Supporting children with special needs (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Research on early childhood education (KME109F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
School practices and research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Education for sustainability – skills in a changing world (FAG201F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Teaching and Learning – becoming a Professional (KME301F)
A mandatory (required) course for the programme
20 ECTS, credits
12 fieldwork credits
Course 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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Spring 1
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
A mandatory (required) course for the programme
15 ECTS, credits
12 fieldwork credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Whole year courses
Mentor in Sprettur (GKY001M)
Free elective course within the programme
5 ECTS, credits
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  

Language of instruction: Icelandic/English
Face-to-face learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Fall
Teaching Icelandic as a second language (ÍET102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Course description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Fall
Multilingualism and literacy (KME116F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Year unspecified | Spring 1
Learning theories: Application and research (MVS009F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

  • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
  • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
  • Students will read research articles where these learning theories are studied and applied in practice.
  • Emphasis will be placed on understanding what constitutes evidence-based practice. 
  • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
Language of instruction: Icelandic
Distance learning
Attendance required in class
Not taught this semester
Year unspecified | Spring 1
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Spring 1
Democracy, human rights and young people's citizenship (UME002F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Year unspecified | Spring 1
Icelandic and the education of multilingual students (ÍET206F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Online learning
Attendance required in class
First year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • LSS101F
    Play and preschool teachers role
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    4 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME005F
    Children's active participation in early education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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. 

    Distance learning
    Prerequisites
    Attendance required in class
  • LSS102F
    Leadership, communication and collaboration
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In the course, the main theories of leadership will be discussed. Further, communication and learning of adults will be discussed, as the preschool as a learning community, gender, change process, mentoring, conflicts, and bullying among adults. The role of the head of a department in preschools will be studied, a partnership of parents and staff will be discussed as complicated interviews with those partners.

    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME002F
    The joy of language: Effective preschool and compulory school activitieskindergarten
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • KME004F
    Collaboration between pre- and primary school.
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME210F
    Play and creativity
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • UME208F
    Social and emotional learning in education
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
    Students’ assignments will both be theoretical and applied to their field of work or interest.
    The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F
    Research with children and youths
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

    Aims for students to:
    Understand the theoretical ides and views underpinning research with children. Students:

    • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
    • Gain knowledge and understanding on the performance of research with children and young people.
    • Are able to apply theoretical approach as planning projects and research.

    During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME203F
    Development of young children's mathematical ideas
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
Second year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • LSS101F
    Play and preschool teachers role
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    4 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME005F
    Children's active participation in early education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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. 

    Distance learning
    Prerequisites
    Attendance required in class
  • LSS102F
    Leadership, communication and collaboration
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In the course, the main theories of leadership will be discussed. Further, communication and learning of adults will be discussed, as the preschool as a learning community, gender, change process, mentoring, conflicts, and bullying among adults. The role of the head of a department in preschools will be studied, a partnership of parents and staff will be discussed as complicated interviews with those partners.

    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME002F
    The joy of language: Effective preschool and compulory school activitieskindergarten
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • KME004F
    Collaboration between pre- and primary school.
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME210F
    Play and creativity
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • UME208F
    Social and emotional learning in education
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
    Students’ assignments will both be theoretical and applied to their field of work or interest.
    The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F
    Research with children and youths
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

    Aims for students to:
    Understand the theoretical ides and views underpinning research with children. Students:

    • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
    • Gain knowledge and understanding on the performance of research with children and young people.
    • Are able to apply theoretical approach as planning projects and research.

    During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME203F
    Development of young children's mathematical ideas
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
Year unspecified
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • LSS101F
    Play and preschool teachers role
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    4 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME005F
    Children's active participation in early education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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. 

    Distance learning
    Prerequisites
    Attendance required in class
  • LSS102F
    Leadership, communication and collaboration
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In the course, the main theories of leadership will be discussed. Further, communication and learning of adults will be discussed, as the preschool as a learning community, gender, change process, mentoring, conflicts, and bullying among adults. The role of the head of a department in preschools will be studied, a partnership of parents and staff will be discussed as complicated interviews with those partners.

    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME002F
    The joy of language: Effective preschool and compulory school activitieskindergarten
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • KME004F
    Collaboration between pre- and primary school.
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME210F
    Play and creativity
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • UME208F
    Social and emotional learning in education
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
    Students’ assignments will both be theoretical and applied to their field of work or interest.
    The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F
    Research with children and youths
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

    Aims for students to:
    Understand the theoretical ides and views underpinning research with children. Students:

    • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
    • Gain knowledge and understanding on the performance of research with children and young people.
    • Are able to apply theoretical approach as planning projects and research.

    During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME203F
    Development of young children's mathematical ideas
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
First year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • KME104F
    Language development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • KME204F
    Language Development and Literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME206F
    Reading and teaching to read: emphases and development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÍET002F
    Literature and the fundamental pillars of education hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

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

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

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME002F
    The joy of language: Effective preschool and compulory school activitieskindergarten hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
Second year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • KME104F
    Language development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • KME204F
    Language Development and Literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME206F
    Reading and teaching to read: emphases and development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÍET002F
    Literature and the fundamental pillars of education hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

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

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

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME002F
    The joy of language: Effective preschool and compulory school activitieskindergarten hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
Year unspecified
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • KME104F
    Language development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • KME204F
    Language Development and Literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME206F
    Reading and teaching to read: emphases and development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • ÍET002F
    Literature and the fundamental pillars of education hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

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

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

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME002F
    The joy of language: Effective preschool and compulory school activitieskindergarten hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
First year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • ÍET102F
    Teaching Icelandic as a second language hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Course description

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • MVS009F
    Learning theories: Application and research hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME205F
    The Spectrum of Teaching Methods - Differentiated Instruction hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME002F
    Democracy, human rights and young people's citizenship hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

    Distance learning
    Prerequisites
    Attendance required in class
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

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

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
Second year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • ÍET102F
    Teaching Icelandic as a second language hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Course description

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • MVS009F
    Learning theories: Application and research hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME205F
    The Spectrum of Teaching Methods - Differentiated Instruction hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME002F
    Democracy, human rights and young people's citizenship hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

    Distance learning
    Prerequisites
    Attendance required in class
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

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

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
Year unspecified
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course 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 learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course 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 learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    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 learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • ÍET102F
    Teaching Icelandic as a second language hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Course description

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • MVS009F
    Learning theories: Application and research hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME205F
    The Spectrum of Teaching Methods - Differentiated Instruction hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • UME002F
    Democracy, human rights and young people's citizenship hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

    Distance learning
    Prerequisites
    Attendance required in class
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

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

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

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

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
Additional information

The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.

Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.

Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.

Most of those who complete a degree in teacher education go on to become teachers, but people with a background in this subject can also find careers in other professions, either within the education system or elsewhere. Teacher education is internationally recognised and opens up a wide range of career opportunities.

An education in this area can open up opportunities in:

  • Teaching in compulsory schools
  • Teaching in preschools
  • Specialist positions within the education system

This list is not exhaustive.

  • The student organisation for student teachers at the University of Iceland is called Kennó
  • Kennó organises events such as socials for new students, annual galas and workplace tours
  • Get an insight into the lives of student teachers and qualified teachers through the Come and Teach project and the Icelandic Education Award

More about the UI student's social life

Students' comments
""
Inspired by my children, I pursued teaching to shape young lives. The programme allows reflection on my own schooling and determining my teaching focus. The master's programme deepened my understanding of teaching immigrant children and meeting diverse student needs.
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