This programme focuses on the pedagogy of the natural sciences and development work, but students are also given opportunities to strengthen their knowledge in science subjects according to their own interests.
The natural sciences include physics, geology, life sciences, sustainability and meteorology.
The programme is 120 ECTS and is organised as two years of full-time study or up to four years of part-time study.
Students choose between the following specialisations based on their academic background:
It is important to choose the correct specialisation depending on your academic background.
The programme is made up of a core shared by all programmes at the Faculty of Subject Teacher Education, subject teacher courses, and natural science courses.
Students will also have opportunities to strengthen their knowledge in science subjects according to their own interests.
Both face-to-face and distance learning are available. The programme is taught in Icelandic.
A large part of the programme is theoretical, but student teachers also have opportunities to observe and practise teaching in Icelandic compulsory schools.
The programme is designed primarily for prospective compulsory school teachers, but is also suitable for students planning to teach in upper secondary schools.
Students will improve their knowledge and skills in science subjects and related pedagogy, leaving them better equipped to work as science teachers.
In general, admission to a Master's programme requires the applicant to have completed an undergraduate degree with a first class grade (7.25 or higher).
The programme is based on Act No. 95/2019, which states that upon graduation, a teacher with a specialisation at the primary school level should possess specialised qualifications in a a primary school subject, a minimum of 90 credits. Programmes leading to a teaching licence are organised with applicants' previous studies in mind. Applicants with an under-graduate degree in another subject than their chosen field of specialisation in the teacher education programme may have to take extra credits at under-graduate level in order to meet the requirements for a minimum number of credits in a subject.
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).
120 ECTS credits must be completed for the M.Ed. degree.
Further information on supporting documents can be found here
Check below to see how the programme is structured.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise 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.
Teaching methods: Students are in the field the whole semester in both courses 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.
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.
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The 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.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools.
Teaching is based on weekly classes (not all weeks of the term) and field trips (in the Capital area). Each student must attent at least five of these trips and do a short summary on each. Further information about assignments and exams are introduced in the course teaching plan.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
One of the main objective of the course is to enhance student’s ability to teach science. Fieldwork in compulsory schools and reflection on the teaching experience is a part of the course.
The main objective of the course is to enhance student’s ability to teach science. The course is divided into three parts; preparation of teaching practice, fieldwork in compulsory schools and reflection on the teaching experience. Research on teaching and learning science will be explored. Emphasis will be on methods that promote literacy of science texts.
The coursework will include: Lectures, discussions, teaching workshops, independent projects, group assignments and guidance.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
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.
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise 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.
Teaching methods: Students are in the field the whole semester in both courses 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.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
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).
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.
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.
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
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
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.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The course main focus in climate change and climate change education. Focus will be on the causes of climate change, i.e. green-house effect, heat transfer and the interplay of gases and radiation. Then, consequences of climate change on nature and society, locally and globally. Focus will be on biodiversity, land erosion, acidification of oceans, rise of sea level and distribution of invasive species. Examples of changes in human societies and population catchment area, pollution on land and see. Focus will also on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint (e.g. reclamation of wetlands, sustainable lifestyle and energy sources).
United Nations emphasis on Climate change Education will be reviewed and discussin in context of the United Nation Development Goals (SDGs). Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools.
Teaching is organised in weekly classes online and participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise 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.
Teaching methods: Students are in the field the whole semester in both courses 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.
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.
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The 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.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools.
Teaching is based on weekly classes (not all weeks of the term) and field trips (in the Capital area). Each student must attent at least five of these trips and do a short summary on each. Further information about assignments and exams are introduced in the course teaching plan.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise 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.
Teaching methods: Students are in the field the whole semester in both courses 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.
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.
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The 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.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools.
Teaching is based on weekly classes (not all weeks of the term) and field trips (in the Capital area). Each student must attent at least five of these trips and do a short summary on each. Further information about assignments and exams are introduced in the course teaching plan.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise 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.
Teaching methods: Students are in the field the whole semester in both courses 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.
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.
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The 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.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools.
Teaching is based on weekly classes (not all weeks of the term) and field trips (in the Capital area). Each student must attent at least five of these trips and do a short summary on each. Further information about assignments and exams are introduced in the course teaching plan.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
One of the main objective of the course is to enhance student’s ability to teach science. Fieldwork in compulsory schools and reflection on the teaching experience is a part of the course.
The main objective of the course is to enhance student’s ability to teach science. The course is divided into three parts; preparation of teaching practice, fieldwork in compulsory schools and reflection on the teaching experience. Research on teaching and learning science will be explored. Emphasis will be on methods that promote literacy of science texts.
The coursework will include: Lectures, discussions, teaching workshops, independent projects, group assignments and guidance.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
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.
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise 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.
Teaching methods: Students are in the field the whole semester in both courses 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.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
One of the main objective of the course is to enhance student’s ability to teach science. Fieldwork in compulsory schools and reflection on the teaching experience is a part of the course.
The main objective of the course is to enhance student’s ability to teach science. The course is divided into three parts; preparation of teaching practice, fieldwork in compulsory schools and reflection on the teaching experience. Research on teaching and learning science will be explored. Emphasis will be on methods that promote literacy of science texts.
The coursework will include: Lectures, discussions, teaching workshops, independent projects, group assignments and guidance.
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
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.
The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise 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.
Teaching methods: Students are in the field the whole semester in both courses 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.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
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).
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.
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.
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
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
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.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The course main focus in climate change and climate change education. Focus will be on the causes of climate change, i.e. green-house effect, heat transfer and the interplay of gases and radiation. Then, consequences of climate change on nature and society, locally and globally. Focus will be on biodiversity, land erosion, acidification of oceans, rise of sea level and distribution of invasive species. Examples of changes in human societies and population catchment area, pollution on land and see. Focus will also on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint (e.g. reclamation of wetlands, sustainable lifestyle and energy sources).
United Nations emphasis on Climate change Education will be reviewed and discussin in context of the United Nation Development Goals (SDGs). Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools.
Teaching is organised in weekly classes online and participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
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).
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.
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.
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
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
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.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The course main focus in climate change and climate change education. Focus will be on the causes of climate change, i.e. green-house effect, heat transfer and the interplay of gases and radiation. Then, consequences of climate change on nature and society, locally and globally. Focus will be on biodiversity, land erosion, acidification of oceans, rise of sea level and distribution of invasive species. Examples of changes in human societies and population catchment area, pollution on land and see. Focus will also on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint (e.g. reclamation of wetlands, sustainable lifestyle and energy sources).
United Nations emphasis on Climate change Education will be reviewed and discussin in context of the United Nation Development Goals (SDGs). Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools.
Teaching is organised in weekly classes online and participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.
Research in science education both internationally and in Iceland will be discusses. Research on practical work, place-based education and the attitudes and interest in science will be considered. The use of ICT and research and development in this field will be discussed.
A special focus will be research on what is involved when students learn science. Attention will be paid to the relationship between science and sustainability on the one hand and on the other what teaching methods seem to be affected. The discussion will be related to the national curriculum.
Learning approaches include reading papers on research and development, creating concise abstracts about them nad discussing them on the internet and in class. Students must be able to collect information from a range of sources, present their ideads and assignments and take an active part in discussion. Students will become familiar with conferences and journal articles in the field, for example, but looking at the home pages of such conferences in order to identify important approaches in this field
It is expected that the participants gain a good understanding of different research methods used in science education research and develop a critical attitude toward such endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into experience of children and/or teachers in science education.
The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth.
Literacy and research on literacy in science education will be the main focus of this course. Ways to enhcance literacy will be introduced with special focus on learning concepts and methods for teaching reading, writing and participation in discussions.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will work with learning outcomes in earth sciences of age group of their choice. Emphasis will be placed on hands-on activities, both indoor and outdoor, organising field trips, relating these to learning outcomes of the curriculua and how to engage students to influence their own learning in earth sciences. Focus is on research about children´s ideas concerning formation and erosion of land.
Students will study diverse teaching material with special emphasis on using information technology. The role of teachers in earth science education will be explored together with opportunities for integration with other subjects.
Working methods include students´ choice of topics, micro-teaching and exercises in organising and processing assessment.
Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.
Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools in science, mathematics and information tecnology.
Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
Lectures and discussions: Research on understanding of key biology concepts, on the value of practicals in biology teaching, on the value and features of outdoor teaching and learning and on different teaching methods. Assessment of students in biology.
Practical work: use of equipments in biology teaching, different teaching methods in the labaratory, in class and outdoors.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
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).
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.
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.
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
Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.
Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. At the beginning of the semester students register for discussion groups which are then fixed for the semester. There is obligatory attendance (80%) for discussion classes, but students can choose to attend at Stakkahlíð or in realtime on Zoom. Students do two group assignments, two individual assignments and a final assignment.
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.
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
The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis
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.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.
The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.
Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.
The course main focus in climate change and climate change education. Focus will be on the causes of climate change, i.e. green-house effect, heat transfer and the interplay of gases and radiation. Then, consequences of climate change on nature and society, locally and globally. Focus will be on biodiversity, land erosion, acidification of oceans, rise of sea level and distribution of invasive species. Examples of changes in human societies and population catchment area, pollution on land and see. Focus will also on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint (e.g. reclamation of wetlands, sustainable lifestyle and energy sources).
United Nations emphasis on Climate change Education will be reviewed and discussin in context of the United Nation Development Goals (SDGs). Controversial issues related to climate change will be discussed and also examples on how to work with different aspects of climate change in schools.
Teaching is organised in weekly classes online and participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.
The course includes topics such as:
The course is comprised of lectures, laboratory practicals and field work with a report to deliver.
Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. Various excursions, student seminars.
An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi paradox. Anthropic reasoning.
The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.
During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.
An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
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.
Teacher education is internationally recognised and opens up a wide range of career opportunities.
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.
An education in this area can open up opportunities in:
This list is not exhaustive.
Kennó is the organisation for student teachers at UI. 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.
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