This programme is a 60 ECTS minor which can be taken alongside a 120 ECTS major. Students must complete 180 ECTS to graduate with a Bachelor's degree.
Students learn about the history of compulsory schooling, the most important theories that have shaped the teaching profession, the societal role of schools and the significance of socioeconomic status in childhood.
The programme also covers childhood and adolescent development and the main theories of developmental psychology.
Upon graduation from a teacher's program at an Icelandic university, a teacher must have a competency in Icelandic that corresponds to a minimum of C1 in the European Language Framework.
Here you can see the Language Framework of the Council of Europe.
Matriculation Examination or the equivalent.
60 ECTS credits are required for the minor. In addition, students must compklete a 120 credit major for the bachelor's degree.
Check below to see how the programme is structured.
This programme does not offer specialisations.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
|
Course description in English:* The focus in this course will be on the Icelandic language and its variation, with a special emphasis on its use within the classroom without regard to the subject matter at hand. In addition, some attention will be given to the language and vocabulary of each school subject.
The students’ language will be in focus and how they acquired it. Varied language use among the students will be discussed and how it changes according to different situations, from informal use on social media to formal writing, which can be related to the registers teacher has to use when talking to their pupils in different situations. Students will get the opportunity to analyse their own language use and that of others with the help of the appropriate terminology.
The vocabulary and its three levels will be discussed, where the emphasis will be on the terminology and language use of different school subjects and how they should be taught, not least when it comes to pupils’ varied language abilities, both among pupils who have Icelandic as a first or second language.
|
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
|
Course description in English:* The focus in this course will be on the Icelandic language and its variation, with a special emphasis on its use within the classroom without regard to the subject matter at hand. In addition, some attention will be given to the language and vocabulary of each school subject.
The students’ language will be in focus and how they acquired it. Varied language use among the students will be discussed and how it changes according to different situations, from informal use on social media to formal writing, which can be related to the registers teacher has to use when talking to their pupils in different situations. Students will get the opportunity to analyse their own language use and that of others with the help of the appropriate terminology.
The vocabulary and its three levels will be discussed, where the emphasis will be on the terminology and language use of different school subjects and how they should be taught, not least when it comes to pupils’ varied language abilities, both among pupils who have Icelandic as a first or second language.
|
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
Knowledge of general teacher education can open up careers in:
This list is not exhaustive.
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