The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

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

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 is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: participants will learn about action research through the process of conducting their own research project.

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

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

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

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

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The M.Ed. final project is an individual project. 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 their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the 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 semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

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 >> Master´s projects

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The course explores the concepts of belonging and inclusion and their application in preschools and the early years of primary school. It examines the theoretical development of these concepts and key theories on children’s participation in school activities from social, emotional, and cultural perspectives. Students explore how belonging can be reflected in children's well-being, engagement, and learning, and the roles that teachers, parents/families, and the learning environment play in creating conditions where all children feel they belong, are respected, and can learn on their own terms.

Students analyse real-life examples from school practice, assess their own attitudes and professionalism, and develop ideas for actions and improvements that promote greater belonging and inclusion in everyday work. The course is based on critical discussion and theoretical analysis of early childhood education.

Emphasis is placed on student participation and contribution in class sessions and on the course website. Teaching methods include lectures, student discussions, independent work, and collaborative projects.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

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

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

Work process
The course is taught in local sessions and distance learning. Presentations are available on the course website, and students participate in discussions both during meetings and on the website.

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

Participants write a report diary in which they discuss each topic, reflect on their work with children, and explain how they implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers during local and online sessions.

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

The focus of the course is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years, and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies used in studies of children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that support their ability to work creatively within their schools. 

Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in the course, they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

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

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

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

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

The aim of this course is to increase students' knowledge and understanding of the influence that bi- and multilingualism may have on literacy development. Reading development in multilingual children will be discussed, based on the orthographic systems of their languages; effective instruction in Icelandic as a second language for newly arrived children at various ages; and children with long residence who need effective support for their educational achievement. 

New teaching material, Icelandic Academic Vocabulary: Effective instruction with multilingual learners, which received the University of Iceland Innovation and Science award in 2023 in the Society Category, will be presented. The project was funded by the University of Iceland Research Fund, the Icelandic Language Technology Fund, the Icelandic Language Fund, and the Educational Research Fund.

Participants in the course are encouraged to consider high-quality research findings, think critically about each topic based on their own experience, and relate it to their specific field and interests. The purpose of the course is also to encourage students to continually seek new knowledge, grounded in literacy research, to develop their skills in teaching multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be available on the website, and students will participate in discussions during meetings and on the website. Twice during the semester, students will present their projects at Saga.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

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

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 is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: participants will learn about action research through the process of conducting their own research project.

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

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

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

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

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The M.Ed. final project is an individual project. 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 their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the 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 semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

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 >> Master´s projects

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The course explores the concepts of belonging and inclusion and their application in preschools and the early years of primary school. It examines the theoretical development of these concepts and key theories on children’s participation in school activities from social, emotional, and cultural perspectives. Students explore how belonging can be reflected in children's well-being, engagement, and learning, and the roles that teachers, parents/families, and the learning environment play in creating conditions where all children feel they belong, are respected, and can learn on their own terms.

Students analyse real-life examples from school practice, assess their own attitudes and professionalism, and develop ideas for actions and improvements that promote greater belonging and inclusion in everyday work. The course is based on critical discussion and theoretical analysis of early childhood education.

Emphasis is placed on student participation and contribution in class sessions and on the course website. Teaching methods include lectures, student discussions, independent work, and collaborative projects.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

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

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

Work process
The course is taught in local sessions and distance learning. Presentations are available on the course website, and students participate in discussions both during meetings and on the website.

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

Participants write a report diary in which they discuss each topic, reflect on their work with children, and explain how they implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers during local and online sessions.

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

The focus of the course is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years, and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies used in studies of children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that support their ability to work creatively within their schools. 

Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in the course, they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

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

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

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

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

The aim of this course is to increase students' knowledge and understanding of the influence that bi- and multilingualism may have on literacy development. Reading development in multilingual children will be discussed, based on the orthographic systems of their languages; effective instruction in Icelandic as a second language for newly arrived children at various ages; and children with long residence who need effective support for their educational achievement. 

New teaching material, Icelandic Academic Vocabulary: Effective instruction with multilingual learners, which received the University of Iceland Innovation and Science award in 2023 in the Society Category, will be presented. The project was funded by the University of Iceland Research Fund, the Icelandic Language Technology Fund, the Icelandic Language Fund, and the Educational Research Fund.

Participants in the course are encouraged to consider high-quality research findings, think critically about each topic based on their own experience, and relate it to their specific field and interests. The purpose of the course is also to encourage students to continually seek new knowledge, grounded in literacy research, to develop their skills in teaching multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be available on the website, and students will participate in discussions during meetings and on the website. Twice during the semester, students will present their projects at Saga.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

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

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 is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: participants will learn about action research through the process of conducting their own research project.

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

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

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

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

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The M.Ed. final project is an individual project. 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 their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the 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 semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

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 >> Master´s projects

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The course explores the concepts of belonging and inclusion and their application in preschools and the early years of primary school. It examines the theoretical development of these concepts and key theories on children’s participation in school activities from social, emotional, and cultural perspectives. Students explore how belonging can be reflected in children's well-being, engagement, and learning, and the roles that teachers, parents/families, and the learning environment play in creating conditions where all children feel they belong, are respected, and can learn on their own terms.

Students analyse real-life examples from school practice, assess their own attitudes and professionalism, and develop ideas for actions and improvements that promote greater belonging and inclusion in everyday work. The course is based on critical discussion and theoretical analysis of early childhood education.

Emphasis is placed on student participation and contribution in class sessions and on the course website. Teaching methods include lectures, student discussions, independent work, and collaborative projects.

This course emphasises research, theory, and knowledge of creative work and play in early childhood education. The value of innovative thinking within the curriculum of early childhood education and primary school education is discussed, along with methods to stimulate and motivate play and art activities. The goal is for students to develop skills in applying research findings to plan and conduct creative work with preschool and primary school children. Students are supported in developing initiative, analytical thinking, and independence in their studies through pedagogical documentation. Students will gain experience in developing their understanding and skills in different areas of the arts.

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

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

Work process
The course is taught in local sessions and distance learning. Presentations are available on the course website, and students participate in discussions both during meetings and on the website.

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

Participants write a report diary in which they discuss each topic, reflect on their work with children, and explain how they implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers during local and online sessions.

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

The focus of the course is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years, and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies used in studies of children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that support their ability to work creatively within their schools. 

Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in the course, they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

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

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

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

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

The aim of this course is to increase students' knowledge and understanding of the influence that bi- and multilingualism may have on literacy development. Reading development in multilingual children will be discussed, based on the orthographic systems of their languages; effective instruction in Icelandic as a second language for newly arrived children at various ages; and children with long residence who need effective support for their educational achievement. 

New teaching material, Icelandic Academic Vocabulary: Effective instruction with multilingual learners, which received the University of Iceland Innovation and Science award in 2023 in the Society Category, will be presented. The project was funded by the University of Iceland Research Fund, the Icelandic Language Technology Fund, the Icelandic Language Fund, and the Educational Research Fund.

Participants in the course are encouraged to consider high-quality research findings, think critically about each topic based on their own experience, and relate it to their specific field and interests. The purpose of the course is also to encourage students to continually seek new knowledge, grounded in literacy research, to develop their skills in teaching multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be available on the website, and students will participate in discussions during meetings and on the website. Twice during the semester, students will present their projects at Saga.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

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

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 is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: participants will learn about action research through the process of conducting their own research project.

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

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

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

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

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The M.Ed. final project is an individual project. 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 their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the 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 semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

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 >> Master´s projects

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviours and attitudes. It emphasises the value of interdisciplinary collaboration in children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowledge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.

The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.

The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.

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.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

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

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 is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: participants will learn about action research through the process of conducting their own research project.

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

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

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

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

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The M.Ed. final project is an individual project. 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 their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the 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 semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

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 >> Master´s projects

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviours and attitudes. It emphasises the value of interdisciplinary collaboration in children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowledge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.

The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.

The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.

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.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The primary focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the family.

The course covers key theories in the management and leadership of educational institutions, communication and adult learning, the preschool as a learning community, change processes, crisis management, mentoring, conflict management, and workplace culture. The primary responsibilities of preschool department heads are reviewed, along with discussions on parent-staff collaboration. Practical exercises are also conducted to enhance the ability to handle difficult conversations with parents and colleagues.

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

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 is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and 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: participants will learn about action research through the process of conducting their own research project.

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

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

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

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

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

The methodology of action research is introduced, and its impact on preschool practice is discussed. Previous studies show that action research provides teachers with opportunities to reflect on their practice and improve as professionals. In light of this, students come to understand the value of action research and of studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories relevant to it, and develop research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies and their experience working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a field practice setting. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas. 

The M.Ed. final project is an individual project. 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 their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the 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 semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

Master's projects are not awarded numerical grades but are marked pass or fail. Project evaluation is in accordance with the School of Education's rules.

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 >> Master´s projects

Fieldwork

Students can choose between a paid internship and an unpaid field practice. 

Paid internship. Students who plan to take a paid internship should find a position and apply. They take the intership at the preschool where they work.

Half-time work is full field practice and is part of the student's work in preschool. The internship lasts from August to December.

Unpaid field practice. Students can request a setting for field practice. The unpaid field practice lasts over 5 weeks and starts around October 15th. Students should attend for six hours per day, or 30 hours each week.

Students attend classes regularly at the university. See the study plan at Canvas.

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviours and attitudes. It emphasises the value of interdisciplinary collaboration in children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowledge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.

The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.

The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.

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.

In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.