- 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.
- CV
- Statement of purpose
- Reference 1, Name and email
- Reference 2, Name and email
- Certified copies of diplomas and transcripts
Further information on supporting documents can be found here
Programme structure
Check below to see how the programme is structured.
- First year
- Fall
- Working in inclusive practices
- Learning and teaching: Supporting children with special needs
- Research on early childhood education
- Spring 1
- Introduction to qualitative research
- Introduction to quantitative Research
- School practices and research
- Education for sustainability – skills in a changing world
Working in inclusive practices (KME115F, MAL102F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Learning and teaching: Supporting children with special needs (KME115F, MAL102F)
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Research on early childhood education (KME109F)
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
School practices and research (MVS212F, MVS213F, KME211F)
Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.
Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.
Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.
Education for sustainability – skills in a changing world (FAG201F)
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
- Second year
- Fall
- Teaching and Learning – becoming a Professional
- Spring 1
- Learning and teaching - field practice II d Teaching and Learning - field
Teaching and Learning – becoming a Professional (KME301F)
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
The main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
- Year unspecified
- Whole year courses
- Mentor in Sprettur
- Fall
- Play and preschool teachers role
- Not taught this semesterChildren's active participation in early education
- Leadership, communication and collaboration
- Spring 1
- The joy of language: Effective preschool and compulory school activitieskindergarten
- Collaboration between pre- and primary school.
- Play and creativity
- Social and emotional learning in education
- Research with children and youths
- Not taught this semesterDevelopment of young children's mathematical ideas
Mentor in Sprettur (GKY001M)
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Play and preschool teachers role (LSS101F)
The main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Children's active participation in early education (KME005F)
The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Leadership, communication and collaboration (LSS102F)
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.
The joy of language: Effective preschool and compulory school activitieskindergarten (KME002F)
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.
Collaboration between pre- and primary school. (KME004F)
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.
Play and creativity (KME210F)
This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.
Social and emotional learning in education (UME208F)
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.
Research with children and youths (KME201F)
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
Development of young children's mathematical ideas (KME203F)
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
- Fall
- KME115F, MAL102FWorking in inclusive practicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisitesKME115F, MAL102FLearning and teaching: Supporting children with special needsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesKME109FResearch on early childhood educationMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
MVS212F, MVS213F, KME211FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionStudents in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FSchool practices and researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTopic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.Face-to-face learningDistance learningPrerequisitesAttendance required in classFAG201FEducation for sustainability – skills in a changing worldMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
Distance learningPrerequisitesAttendance required in class- Fall
- KME301FTeaching and Learning – becoming a ProfessionalMandatory (required) course20A mandatory (required) course for the programme20 ECTS, credits12 fieldwork creditsCourse Description
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Face-to-face learningDistance learningPrerequisites- Spring 2
GKY401FLearning and teaching - field practice II d Teaching and Learning - fieldMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Fall
LSS101FPlay and preschool teachers roleRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits4 fieldwork creditsCourse DescriptionThe main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterKME005FChildren's active participation in early educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Distance learningPrerequisitesAttendance required in classLSS102FLeadership, communication and collaborationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn 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 learningPrerequisitesAttendance required in class- Spring 2
KME002FThe joy of language: Effective preschool and compulory school activitieskindergartenRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe 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 learningThe course is taught if the specified conditions are metPrerequisitesKME004FCollaboration between pre- and primary school.Restricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThe 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 learningDistance learningPrerequisitesAttendance required in classKME210FPlay and creativityRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.
Distance learningPrerequisitesAttendance required in classUME208FSocial and emotional learning in educationRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTheoretical 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 learningDistance learningPrerequisitesAttendance required in classKME201FResearch with children and youthsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe 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 learningPrerequisitesAttendance required in classNot taught this semesterKME203FDevelopment of young children's mathematical ideasRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionTopic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in classSecond year- Fall
- KME115F, MAL102FWorking in inclusive practicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisitesKME115F, MAL102FLearning and teaching: Supporting children with special needsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesKME109FResearch on early childhood educationMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
MVS212F, MVS213F, KME211FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionStudents in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FSchool practices and researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTopic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.Face-to-face learningDistance learningPrerequisitesAttendance required in classFAG201FEducation for sustainability – skills in a changing worldMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
Distance learningPrerequisitesAttendance required in class- Fall
- KME301FTeaching and Learning – becoming a ProfessionalMandatory (required) course20A mandatory (required) course for the programme20 ECTS, credits12 fieldwork creditsCourse Description
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Face-to-face learningDistance learningPrerequisites- Spring 2
GKY401FLearning and teaching - field practice II d Teaching and Learning - fieldMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Fall
LSS101FPlay and preschool teachers roleRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits4 fieldwork creditsCourse DescriptionThe main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterKME005FChildren's active participation in early educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Distance learningPrerequisitesAttendance required in classLSS102FLeadership, communication and collaborationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn 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 learningPrerequisitesAttendance required in class- Spring 2
KME002FThe joy of language: Effective preschool and compulory school activitieskindergartenRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe 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 learningThe course is taught if the specified conditions are metPrerequisitesKME004FCollaboration between pre- and primary school.Restricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThe 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 learningDistance learningPrerequisitesAttendance required in classKME210FPlay and creativityRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.
Distance learningPrerequisitesAttendance required in classUME208FSocial and emotional learning in educationRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTheoretical 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 learningDistance learningPrerequisitesAttendance required in classKME201FResearch with children and youthsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe 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 learningPrerequisitesAttendance required in classNot taught this semesterKME203FDevelopment of young children's mathematical ideasRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionTopic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in classYear unspecified- Fall
- KME115F, MAL102FWorking in inclusive practicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisitesKME115F, MAL102FLearning and teaching: Supporting children with special needsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesKME109FResearch on early childhood educationMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Spring 2
MVS212F, MVS213F, KME211FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThis course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionStudents in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMVS212F, MVS213F, KME211FSchool practices and researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTopic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.Face-to-face learningDistance learningPrerequisitesAttendance required in classFAG201FEducation for sustainability – skills in a changing worldMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
Distance learningPrerequisitesAttendance required in class- Fall
- KME301FTeaching and Learning – becoming a ProfessionalMandatory (required) course20A mandatory (required) course for the programme20 ECTS, credits12 fieldwork creditsCourse Description
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
Face-to-face learningDistance learningPrerequisites- Spring 2
GKY401FLearning and teaching - field practice II d Teaching and Learning - fieldMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Whole year courses
- Course Description
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Face-to-face learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class- Fall
LSS101FPlay and preschool teachers roleRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits4 fieldwork creditsCourse DescriptionThe main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.
The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterKME005FChildren's active participation in early educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects.
Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students.
Distance learningPrerequisitesAttendance required in classLSS102FLeadership, communication and collaborationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionIn 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 learningPrerequisitesAttendance required in class- Spring 2
KME002FThe joy of language: Effective preschool and compulory school activitieskindergartenRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe 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 learningThe course is taught if the specified conditions are metPrerequisitesKME004FCollaboration between pre- and primary school.Restricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionThe 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 learningDistance learningPrerequisitesAttendance required in classKME210FPlay and creativityRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThis course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.
Distance learningPrerequisitesAttendance required in classUME208FSocial and emotional learning in educationRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse DescriptionTheoretical 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 learningDistance learningPrerequisitesAttendance required in classKME201FResearch with children and youthsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe 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 learningPrerequisitesAttendance required in classNot taught this semesterKME203FDevelopment of young children's mathematical ideasRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionTopic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in class