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

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

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

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

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

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

Course description in English:* 

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

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

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

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

The principal aim of the course is that the student teacher will gain understanding  of the pedagogy of social studies teaching and become competent to teach the subjects in a creative manner at grades 4-7 and 8-10. The course covers social studies topics and subject material as well as research into social studies learning and teaching. Successful and creative ways to teach social studies are explored, linking the course with one of the fundamental pillars of the national curriculum.

Topics and tasks will be organized around diverse and effective teaching methods and creativity, for example, by using drama techniques in teaching.

The main concern of the course is to train students to work independently, professionally and creatively.    

The course is linked to practical training during the same semester, covering preparation for teaching particular subjects and their pedagogy, and evaluation and summing-up at the conclusion of practical training.

Course strategies: lectures, workshops, creative seminars, independent assignments, collaborative assignments, and mentoring.

The course will cover both the historical and contemporary position of the social sciences within the school system, as well as discussing social studies in the national curriculum and curriculum materials. Key theories, controversial issues and approaches to the teaching of these subjects will be analysed, with particular emphasis on the way in which the subjects can be utilized to structure studies that aim for democracy. In other words, learning democratically about democracy.

Students will work with the topics and the curriculum materials of social studies, for example, through an analysis of various materials, presentations and arguments for the choice of issues, as well as differentiation. Ideas concerning the integration of the social studies with other compulsary school subjects will be scrutinized especially in terms of creating holistic curriculum couched in present-day issues. Evaluation practices will be attended to as well.

The course work will include field study during the semester which revolves around the preparation for the teaching of particular subjects, their pedagogical content knowledge, and a concluding summary once the field study is completed. 

Coursework:
Lectures, presentations, discussions, workshops, reading, information search, independent projects, group assignments and guidance. Students should actively collect material gathered in the classroom and the field, which are analysed, reflected upon and evaluated.

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Course description in English:* 

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

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

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

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

The principal aim of the course is that the student teacher will gain understanding  of the pedagogy of social studies teaching and become competent to teach the subjects in a creative manner at grades 4-7 and 8-10. The course covers social studies topics and subject material as well as research into social studies learning and teaching. Successful and creative ways to teach social studies are explored, linking the course with one of the fundamental pillars of the national curriculum.

Topics and tasks will be organized around diverse and effective teaching methods and creativity, for example, by using drama techniques in teaching.

The main concern of the course is to train students to work independently, professionally and creatively.    

The course is linked to practical training during the same semester, covering preparation for teaching particular subjects and their pedagogy, and evaluation and summing-up at the conclusion of practical training.

Course strategies: lectures, workshops, creative seminars, independent assignments, collaborative assignments, and mentoring.

The course will cover both the historical and contemporary position of the social sciences within the school system, as well as discussing social studies in the national curriculum and curriculum materials. Key theories, controversial issues and approaches to the teaching of these subjects will be analysed, with particular emphasis on the way in which the subjects can be utilized to structure studies that aim for democracy. In other words, learning democratically about democracy.

Students will work with the topics and the curriculum materials of social studies, for example, through an analysis of various materials, presentations and arguments for the choice of issues, as well as differentiation. Ideas concerning the integration of the social studies with other compulsary school subjects will be scrutinized especially in terms of creating holistic curriculum couched in present-day issues. Evaluation practices will be attended to as well.

The course work will include field study during the semester which revolves around the preparation for the teaching of particular subjects, their pedagogical content knowledge, and a concluding summary once the field study is completed. 

Coursework:
Lectures, presentations, discussions, workshops, reading, information search, independent projects, group assignments and guidance. Students should actively collect material gathered in the classroom and the field, which are analysed, reflected upon and evaluated.

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Course description in English:* 

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

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

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

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

The principal aim of the course is that the student teacher will gain understanding  of the pedagogy of social studies teaching and become competent to teach the subjects in a creative manner at grades 4-7 and 8-10. The course covers social studies topics and subject material as well as research into social studies learning and teaching. Successful and creative ways to teach social studies are explored, linking the course with one of the fundamental pillars of the national curriculum.

Topics and tasks will be organized around diverse and effective teaching methods and creativity, for example, by using drama techniques in teaching.

The main concern of the course is to train students to work independently, professionally and creatively.    

The course is linked to practical training during the same semester, covering preparation for teaching particular subjects and their pedagogy, and evaluation and summing-up at the conclusion of practical training.

Course strategies: lectures, workshops, creative seminars, independent assignments, collaborative assignments, and mentoring.

The course will cover both the historical and contemporary position of the social sciences within the school system, as well as discussing social studies in the national curriculum and curriculum materials. Key theories, controversial issues and approaches to the teaching of these subjects will be analysed, with particular emphasis on the way in which the subjects can be utilized to structure studies that aim for democracy. In other words, learning democratically about democracy.

Students will work with the topics and the curriculum materials of social studies, for example, through an analysis of various materials, presentations and arguments for the choice of issues, as well as differentiation. Ideas concerning the integration of the social studies with other compulsary school subjects will be scrutinized especially in terms of creating holistic curriculum couched in present-day issues. Evaluation practices will be attended to as well.

The course work will include field study during the semester which revolves around the preparation for the teaching of particular subjects, their pedagogical content knowledge, and a concluding summary once the field study is completed. 

Coursework:
Lectures, presentations, discussions, workshops, reading, information search, independent projects, group assignments and guidance. Students should actively collect material gathered in the classroom and the field, which are analysed, reflected upon and evaluated.

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

The course focuses on:

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

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

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.

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.

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.

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

Content

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

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.

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

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

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

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

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

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

Course description in English:* 

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

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

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

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).

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

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.  

The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.

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.

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).

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.

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

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.

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

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

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

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

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

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

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

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

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

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

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

The course focuses on:

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

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

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.

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.

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.

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

Content

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

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.

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

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

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

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

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

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

Course description in English:* 

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

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

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

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).

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

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.  

The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.

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.

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).

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.

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

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.

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

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

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

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

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

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

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

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

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

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

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

The course focuses on:

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

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

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.

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.

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.

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

Content

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

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.

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

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

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

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

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

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

Course description in English:* 

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

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

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

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).

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

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.  

The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.

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.

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).

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.

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

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.

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

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

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

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

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

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

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

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