This is an academic and vocational 180 ECTS undergraduate programme designed for people planning to become compulsory school teachers. Most courses can be taken either face to face or remotely. Attendance is compulsory for placements in schools. Teaching generally takes place in weekly real-time classes, either face to face or remotely, unless otherwise specified. Practical training courses include face-to-face blocks with workshops; attendance may be compulsory. Details about face-to-face blocks and attendance requirements will be given in the syllabuses at the start of each semester.
Most courses can be taken either face to face or remotely. Attendance is compulsory for placements in schools. Teaching generally takes place in weekly real-time classes, either face to face or remotely, unless otherwise specified. Practical training courses include face-to-face blocks with workshops; attendance may be compulsory. Details about face-to-face blocks and attendance requirements will be given in the syllabuses at the start of each semester.
The objective of the programme is to provide students with the best possible practical and theoretical knowledge and skills within their specialisation and to highlight the importance of arts and creativity in compulsory schools and daily life.
Students can choose between five specialisations.
Students take core courses with other students at the Faculty of Subject Teacher Education.
Focuses depend on the student's specialisation.
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.
Icelandic Matriculation examination (Stúdentspróf) or an equivalent qualification.
180 ECTS credits must be completed for the B.Ed. degree.
Check below to see how the programme is structured.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. The main goal is to help student develop their skill and knowledge in using Computer Aided Design and Computer Aided Manufacturing. Students get the 3D software Prodesktop for free. The course also deals with the Icelandic pedagogical model for Innovation Education. Students learn to set up applications for design protections and how they can set up courses for the elementary school using the above knowledge. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints.
Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work.
Assessment: Is based on evaluating students craft work and portfolios.
The aims are to:
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is a mixture of academic and practical creative projects. The essence of the course is training students to work independently, professionally and creatively with drama. In addition, students are trained in the use of equipment and technology in doing short films and cinema, radio theater and social media for the future of the subject. Emphasis is placed on students acquiring understanding and knowledge of the work of drama teachers both theoretically and professionally. The latest research are introduced and projects prepared in connection with the research.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course emphasizes introducing and training students to work independently and professionally in staging a play / musical in schools. A play will be prepared that addresses the issue of children and adolescents with children on the one hand and for children on the other. The basis of the course is the training of students to work independently, professionally and creatively with the installation of a stage play; preparation of script discussions, editing and presentations.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
During this course students will learn to apply efficient strategies for keyboard accompaniment in the context of music education. Practical theory of basic harmony will be taught for the purpose of laying a foundation for creating and improvising accompaniment for singing and ensembles. In addition to the keyboard the basic tenets of guitar and ukulele playing will be introduced using the same harmonic approach. Students will learn basic harmonic analysis of common music and will learn to create arrangements according to their own instrumental proficiency. By the end of the course students will have acquired skills to accompany common songs in at least six keys.
The topic of this course is music in a historical perspective. Traditional Western musical history will not be the sole point of interest. The focus will rather be aimed at an eclectic view of music from various times and different parts of the world. Students will be encouraged to investigate how musical traditions and stiles are formed in the context of social and technological developments. By the end of the course students are expected to be capable of analysing a myriad of musical styles through the lenses of musical and socio-historical perspectives. Furthermore, students should acquire the ability to mediate this knowledge of musical styles and traditions to children and adolescents.
The topic of this course is music learning theories and practical implications. The readings include principles and processes in recent music education theories. Critical theories in music education will be examined and used to explore traditions and conventions in music instruction for children, youth and adults. Students will explore some wide spread methods of music teaching and learning.
The subject of this course is the effect of music on humans from various perspectives. The course will provide insights into research on the effect of music on emotions and well-being. Music perception research will be discussed as well as theories on music and learning. Reading material will include recent research within brain research and neuro-psychology.
Students take an active part in shaping the outline and focus of each weeks lecture by providing their own opinions and interests on the readings of each week. Students are encouraged to form opinions on issues that interest them the most in the readings and the teacher provides additional readings to deepen the knowledge in accordance with the students' diverse areas of interest.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Emphasis is on sustainability and environmental protection.. The ideology of sustainable development and methodology and the process of design and innovation are followed. The course provides tools, methods and solutions, but a new approach is created in each textile method each time new material is used. In context with pedagogical aspects and the value of textiles in the society of education and teaching. The goal is to reuse old or unused ready-made garments, upholstery, curtains or leftovers to design new and experimental textile products. At the same time, students are trained in experimental and research work with an emphasis on fertile and creative thinking. Students become acquainted with various textile methods and technical aspects of machine sewing, as well as working with patterns in two- and three-dimensional form in a variety of ways. Emphasis is placed on recording the process of ideas and work in folders in parallel to practical practice.
Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.
Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The objective is for students to gain knowledge in developing their ideas on different visual modes with different techniques, methods and materials.
In the first part of the course various basic work will be covered such as sketch making and shaping forms in clay. Also, students learn all the basic work with glazes and firings.
In the second part of the course students choose their thesis in clay as they do a research and work quite independently.
Students should be active in registering their work process and taking photos. All documentation should be presented in a portfolio of the course.
Lectures, demonstrations, practical work, field trips, discussions and registry.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
This course explores the potential and constraints of instructional design and digital media in educational contexts. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. The main goal is to help student develop their skill and knowledge in using Computer Aided Design and Computer Aided Manufacturing. Students get the 3D software Prodesktop for free. The course also deals with the Icelandic pedagogical model for Innovation Education. Students learn to set up applications for design protections and how they can set up courses for the elementary school using the above knowledge. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints.
Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work.
Assessment: Is based on evaluating students craft work and portfolios.
The aims are to:
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. The main goal is to help student develop their skill and knowledge in using Computer Aided Design and Computer Aided Manufacturing. Students get the 3D software Prodesktop for free. The course also deals with the Icelandic pedagogical model for Innovation Education. Students learn to set up applications for design protections and how they can set up courses for the elementary school using the above knowledge. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints.
Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work.
Assessment: Is based on evaluating students craft work and portfolios.
The aims are to:
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. The main goal is to help student develop their skill and knowledge in using Computer Aided Design and Computer Aided Manufacturing. Students get the 3D software Prodesktop for free. The course also deals with the Icelandic pedagogical model for Innovation Education. Students learn to set up applications for design protections and how they can set up courses for the elementary school using the above knowledge. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints.
Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work.
Assessment: Is based on evaluating students craft work and portfolios.
The aims are to:
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. The main goal is to help student develop their skill and knowledge in using Computer Aided Design and Computer Aided Manufacturing. Students get the 3D software Prodesktop for free. The course also deals with the Icelandic pedagogical model for Innovation Education. Students learn to set up applications for design protections and how they can set up courses for the elementary school using the above knowledge. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
Students gain knowledge and skill in designing and making wooden objects they subsequently can decorate with wood carving. The focus is on making wooden things that can be used in daily life, wooden toys, and make objects in a wood turning lathe. Students learn to use common wood working tools and carving tools. In addition they will be taught about various techniques in terms of wood work as wood finishing, mountings, sharpening, gluing about wood science and joints.
Methods for teaching: The basis of the course is practical training but it also includes lectures and the teacher’s individual guidance during students craft work.
Assessment: Is based on evaluating students craft work and portfolios.
The aims are to:
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is a mixture of academic and practical creative projects. The essence of the course is training students to work independently, professionally and creatively with drama. In addition, students are trained in the use of equipment and technology in doing short films and cinema, radio theater and social media for the future of the subject. Emphasis is placed on students acquiring understanding and knowledge of the work of drama teachers both theoretically and professionally. The latest research are introduced and projects prepared in connection with the research.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course emphasizes introducing and training students to work independently and professionally in staging a play / musical in schools. A play will be prepared that addresses the issue of children and adolescents with children on the one hand and for children on the other. The basis of the course is the training of students to work independently, professionally and creatively with the installation of a stage play; preparation of script discussions, editing and presentations.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is a mixture of academic and practical creative projects. The essence of the course is training students to work independently, professionally and creatively with drama. In addition, students are trained in the use of equipment and technology in doing short films and cinema, radio theater and social media for the future of the subject. Emphasis is placed on students acquiring understanding and knowledge of the work of drama teachers both theoretically and professionally. The latest research are introduced and projects prepared in connection with the research.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course emphasizes introducing and training students to work independently and professionally in staging a play / musical in schools. A play will be prepared that addresses the issue of children and adolescents with children on the one hand and for children on the other. The basis of the course is the training of students to work independently, professionally and creatively with the installation of a stage play; preparation of script discussions, editing and presentations.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is a mixture of academic and practical creative projects. The essence of the course is training students to work independently, professionally and creatively with drama. In addition, students are trained in the use of equipment and technology in doing short films and cinema, radio theater and social media for the future of the subject. Emphasis is placed on students acquiring understanding and knowledge of the work of drama teachers both theoretically and professionally. The latest research are introduced and projects prepared in connection with the research.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course emphasizes introducing and training students to work independently and professionally in staging a play / musical in schools. A play will be prepared that addresses the issue of children and adolescents with children on the one hand and for children on the other. The basis of the course is the training of students to work independently, professionally and creatively with the installation of a stage play; preparation of script discussions, editing and presentations.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The course is a mixture of academic and practical creative projects. The essence of the course is training students to work independently, professionally and creatively with drama. In addition, students are trained in the use of equipment and technology in doing short films and cinema, radio theater and social media for the future of the subject. Emphasis is placed on students acquiring understanding and knowledge of the work of drama teachers both theoretically and professionally. The latest research are introduced and projects prepared in connection with the research.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course emphasizes introducing and training students to work independently and professionally in staging a play / musical in schools. A play will be prepared that addresses the issue of children and adolescents with children on the one hand and for children on the other. The basis of the course is the training of students to work independently, professionally and creatively with the installation of a stage play; preparation of script discussions, editing and presentations.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
During this course students will learn to apply efficient strategies for keyboard accompaniment in the context of music education. Practical theory of basic harmony will be taught for the purpose of laying a foundation for creating and improvising accompaniment for singing and ensembles. In addition to the keyboard the basic tenets of guitar and ukulele playing will be introduced using the same harmonic approach. Students will learn basic harmonic analysis of common music and will learn to create arrangements according to their own instrumental proficiency. By the end of the course students will have acquired skills to accompany common songs in at least six keys.
The topic of this course is music in a historical perspective. Traditional Western musical history will not be the sole point of interest. The focus will rather be aimed at an eclectic view of music from various times and different parts of the world. Students will be encouraged to investigate how musical traditions and stiles are formed in the context of social and technological developments. By the end of the course students are expected to be capable of analysing a myriad of musical styles through the lenses of musical and socio-historical perspectives. Furthermore, students should acquire the ability to mediate this knowledge of musical styles and traditions to children and adolescents.
The topic of this course is music learning theories and practical implications. The readings include principles and processes in recent music education theories. Critical theories in music education will be examined and used to explore traditions and conventions in music instruction for children, youth and adults. Students will explore some wide spread methods of music teaching and learning.
The subject of this course is the effect of music on humans from various perspectives. The course will provide insights into research on the effect of music on emotions and well-being. Music perception research will be discussed as well as theories on music and learning. Reading material will include recent research within brain research and neuro-psychology.
Students take an active part in shaping the outline and focus of each weeks lecture by providing their own opinions and interests on the readings of each week. Students are encouraged to form opinions on issues that interest them the most in the readings and the teacher provides additional readings to deepen the knowledge in accordance with the students' diverse areas of interest.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
During this course students will learn to apply efficient strategies for keyboard accompaniment in the context of music education. Practical theory of basic harmony will be taught for the purpose of laying a foundation for creating and improvising accompaniment for singing and ensembles. In addition to the keyboard the basic tenets of guitar and ukulele playing will be introduced using the same harmonic approach. Students will learn basic harmonic analysis of common music and will learn to create arrangements according to their own instrumental proficiency. By the end of the course students will have acquired skills to accompany common songs in at least six keys.
The topic of this course is music in a historical perspective. Traditional Western musical history will not be the sole point of interest. The focus will rather be aimed at an eclectic view of music from various times and different parts of the world. Students will be encouraged to investigate how musical traditions and stiles are formed in the context of social and technological developments. By the end of the course students are expected to be capable of analysing a myriad of musical styles through the lenses of musical and socio-historical perspectives. Furthermore, students should acquire the ability to mediate this knowledge of musical styles and traditions to children and adolescents.
The topic of this course is music learning theories and practical implications. The readings include principles and processes in recent music education theories. Critical theories in music education will be examined and used to explore traditions and conventions in music instruction for children, youth and adults. Students will explore some wide spread methods of music teaching and learning.
The subject of this course is the effect of music on humans from various perspectives. The course will provide insights into research on the effect of music on emotions and well-being. Music perception research will be discussed as well as theories on music and learning. Reading material will include recent research within brain research and neuro-psychology.
Students take an active part in shaping the outline and focus of each weeks lecture by providing their own opinions and interests on the readings of each week. Students are encouraged to form opinions on issues that interest them the most in the readings and the teacher provides additional readings to deepen the knowledge in accordance with the students' diverse areas of interest.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
During this course students will learn to apply efficient strategies for keyboard accompaniment in the context of music education. Practical theory of basic harmony will be taught for the purpose of laying a foundation for creating and improvising accompaniment for singing and ensembles. In addition to the keyboard the basic tenets of guitar and ukulele playing will be introduced using the same harmonic approach. Students will learn basic harmonic analysis of common music and will learn to create arrangements according to their own instrumental proficiency. By the end of the course students will have acquired skills to accompany common songs in at least six keys.
The topic of this course is music in a historical perspective. Traditional Western musical history will not be the sole point of interest. The focus will rather be aimed at an eclectic view of music from various times and different parts of the world. Students will be encouraged to investigate how musical traditions and stiles are formed in the context of social and technological developments. By the end of the course students are expected to be capable of analysing a myriad of musical styles through the lenses of musical and socio-historical perspectives. Furthermore, students should acquire the ability to mediate this knowledge of musical styles and traditions to children and adolescents.
The topic of this course is music learning theories and practical implications. The readings include principles and processes in recent music education theories. Critical theories in music education will be examined and used to explore traditions and conventions in music instruction for children, youth and adults. Students will explore some wide spread methods of music teaching and learning.
The subject of this course is the effect of music on humans from various perspectives. The course will provide insights into research on the effect of music on emotions and well-being. Music perception research will be discussed as well as theories on music and learning. Reading material will include recent research within brain research and neuro-psychology.
Students take an active part in shaping the outline and focus of each weeks lecture by providing their own opinions and interests on the readings of each week. Students are encouraged to form opinions on issues that interest them the most in the readings and the teacher provides additional readings to deepen the knowledge in accordance with the students' diverse areas of interest.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
During this course students will learn to apply efficient strategies for keyboard accompaniment in the context of music education. Practical theory of basic harmony will be taught for the purpose of laying a foundation for creating and improvising accompaniment for singing and ensembles. In addition to the keyboard the basic tenets of guitar and ukulele playing will be introduced using the same harmonic approach. Students will learn basic harmonic analysis of common music and will learn to create arrangements according to their own instrumental proficiency. By the end of the course students will have acquired skills to accompany common songs in at least six keys.
The topic of this course is music in a historical perspective. Traditional Western musical history will not be the sole point of interest. The focus will rather be aimed at an eclectic view of music from various times and different parts of the world. Students will be encouraged to investigate how musical traditions and stiles are formed in the context of social and technological developments. By the end of the course students are expected to be capable of analysing a myriad of musical styles through the lenses of musical and socio-historical perspectives. Furthermore, students should acquire the ability to mediate this knowledge of musical styles and traditions to children and adolescents.
The topic of this course is music learning theories and practical implications. The readings include principles and processes in recent music education theories. Critical theories in music education will be examined and used to explore traditions and conventions in music instruction for children, youth and adults. Students will explore some wide spread methods of music teaching and learning.
The subject of this course is the effect of music on humans from various perspectives. The course will provide insights into research on the effect of music on emotions and well-being. Music perception research will be discussed as well as theories on music and learning. Reading material will include recent research within brain research and neuro-psychology.
Students take an active part in shaping the outline and focus of each weeks lecture by providing their own opinions and interests on the readings of each week. Students are encouraged to form opinions on issues that interest them the most in the readings and the teacher provides additional readings to deepen the knowledge in accordance with the students' diverse areas of interest.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Emphasis is on sustainability and environmental protection.. The ideology of sustainable development and methodology and the process of design and innovation are followed. The course provides tools, methods and solutions, but a new approach is created in each textile method each time new material is used. In context with pedagogical aspects and the value of textiles in the society of education and teaching. The goal is to reuse old or unused ready-made garments, upholstery, curtains or leftovers to design new and experimental textile products. At the same time, students are trained in experimental and research work with an emphasis on fertile and creative thinking. Students become acquainted with various textile methods and technical aspects of machine sewing, as well as working with patterns in two- and three-dimensional form in a variety of ways. Emphasis is placed on recording the process of ideas and work in folders in parallel to practical practice.
Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.
Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Emphasis is on sustainability and environmental protection.. The ideology of sustainable development and methodology and the process of design and innovation are followed. The course provides tools, methods and solutions, but a new approach is created in each textile method each time new material is used. In context with pedagogical aspects and the value of textiles in the society of education and teaching. The goal is to reuse old or unused ready-made garments, upholstery, curtains or leftovers to design new and experimental textile products. At the same time, students are trained in experimental and research work with an emphasis on fertile and creative thinking. Students become acquainted with various textile methods and technical aspects of machine sewing, as well as working with patterns in two- and three-dimensional form in a variety of ways. Emphasis is placed on recording the process of ideas and work in folders in parallel to practical practice.
Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.
Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Emphasis is on sustainability and environmental protection.. The ideology of sustainable development and methodology and the process of design and innovation are followed. The course provides tools, methods and solutions, but a new approach is created in each textile method each time new material is used. In context with pedagogical aspects and the value of textiles in the society of education and teaching. The goal is to reuse old or unused ready-made garments, upholstery, curtains or leftovers to design new and experimental textile products. At the same time, students are trained in experimental and research work with an emphasis on fertile and creative thinking. Students become acquainted with various textile methods and technical aspects of machine sewing, as well as working with patterns in two- and three-dimensional form in a variety of ways. Emphasis is placed on recording the process of ideas and work in folders in parallel to practical practice.
Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.
Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
Aim: To learn traditional methods in silversmithing.
General Description: The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple projects for beginners.
Course Content:
Working Methods: Craft activities and lectures.
Support material: Websites and photocopies from the teacher
This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, bowls and sculptures.
Support material: Websites and photocopies from the teacher.
This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical work, lectures and seminars.
Support material: Websites and photocopies from the teacher.
Literature: Collins Complete Woodworkers Manual and photocopies from the teacher.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Design and Craft via lectures including the National Curricula, teaching methods, and assessment of students work and about health and security when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To learn to design and make toys in a pedagogical context.
General Description: The main undertakings are to help student to develop their knowledge and skill to design educational toys and build it. Students learn to use simple cad, which enables them to draw up their own designs in a professional and easy manner. Students design and make educational toys for different age.
Ways of working: Teaching methods are based on lectures and practical work.
Support material: Websites and photocopies from the teacher.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
Students choose subjects and work on research and experiments from need and solution to product design. The innovation process is worked on in the form of a solution-oriented needs analysis in a creative and critical way. Students explore and experiment with new methods and ways to complete products with an emphasis on sustainability. Students take part in an exhibition and submit a theoretical report that contains arguments for project selection and the innovative value of textile methods and final products. Students link the value of innovation and sustainability to education and daily life.
Students become acquainted with the diversity of textiles in crafts, industry and art. The basic techniques of textile methods are trained with an emphasis on experimental and development work in the craft of the methods. Students are introduced to the historical connection of textiles with an emphasis on Icelandic and foreign textile heritage and how this knowledge and approach can become a source of new ideas and works. In the final projects, work is done with mixed techniques and emphasis is placed on a creative and professional approach and high-quality work methods. Work methods are trained from idea to completion, with an emphasis on sustainability, re-creation, reuse and innovation. Students submit a theoretical report that contains a discussion and arguments for project selection, material selection, elaboration, implementation and conclusion. Students link the work and results of the course to pedagogical emphases and teaching projects.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on the fashion design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. The aim is for students to be able to relate and justify the value and importance of the textile education for continuing study and employment. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to the design and construction of clothing. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
Emphasis is placed on experimental and development work in pattern making and basic methods, such as sewing, knitting, crochet, weaving, embroidery, printing and other methods. The aim is to work with creative thinking, originality and an artistic approach in subjects. Students work on projects according to the methods of innovation and design. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
Emphasis is placed on fashion design and ideas are sought in different themes with a connection to history and the present. Students use different textile raw materials, materials and yarns, patterns and colors as a creative source for their own ideas and works. Work reports are made on the results of the course with a connection to pedagogical emphases and teaching assignments.
The aim of the course is to prepare student teachers for field studies in the subject with an emphasis on textile and design with theories and practise in the context of pedagogical aspects and working environment of the subject in primary and secondary schools. Emphasis is placed on students being familiar with research and learning theories and being able to link them to pedagogical emphases in the subject. The aim is for students to be familiar with the possibilities of the subject within the school community and integration with other subjects. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods, tools and equipment related to textile methods and design. Students work with their own ideas for teaching projects in consultation with the course teacher and the field teacher. They also take into account the learning criteria of the textile subject in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity and sustainability as well as other basic elements of education. Students receive training in work methods for admissions and demonstrations, preparation of syllabi and comparing different assessment methods that are suitable for various methods in clothing and textile design. Students present practical assignments and the results of field studies.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Emphasis is on sustainability and environmental protection.. The ideology of sustainable development and methodology and the process of design and innovation are followed. The course provides tools, methods and solutions, but a new approach is created in each textile method each time new material is used. In context with pedagogical aspects and the value of textiles in the society of education and teaching. The goal is to reuse old or unused ready-made garments, upholstery, curtains or leftovers to design new and experimental textile products. At the same time, students are trained in experimental and research work with an emphasis on fertile and creative thinking. Students become acquainted with various textile methods and technical aspects of machine sewing, as well as working with patterns in two- and three-dimensional form in a variety of ways. Emphasis is placed on recording the process of ideas and work in folders in parallel to practical practice.
Emphasis is placed on the history of Egyptian design to the present day, focusing on clothing and utilities. The furniture and building history will also be seen in the context of decorations in homes such as upholstery and curtains. in an international context compared to the development of clothing and textile history in Iceland and connections with the economy, culture, museums and education.The program is organized with lectures and practical research projects involving a wide range of data collection and presentation of projects.
Students will work with ideas and design in connection with clothing and textiles, patterns, colors and shapes, fashion design, look and format. They also experiments with textile methods and textile materials. Special emphasis is placed on the work process from the idea of implementation and registration of information. Students will work on organized research and development work. Experiments in various methods in textile and clothing will be linked to historical and contemporary trends. Emphasis is also placed on the preparation and presentation of projects.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The objective is for students to gain knowledge in developing their ideas on different visual modes with different techniques, methods and materials.
In the first part of the course various basic work will be covered such as sketch making and shaping forms in clay. Also, students learn all the basic work with glazes and firings.
In the second part of the course students choose their thesis in clay as they do a research and work quite independently.
Students should be active in registering their work process and taking photos. All documentation should be presented in a portfolio of the course.
Lectures, demonstrations, practical work, field trips, discussions and registry.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
This course explores the potential and constraints of instructional design and digital media in educational contexts. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The objective is for students to gain knowledge in developing their ideas on different visual modes with different techniques, methods and materials.
In the first part of the course various basic work will be covered such as sketch making and shaping forms in clay. Also, students learn all the basic work with glazes and firings.
In the second part of the course students choose their thesis in clay as they do a research and work quite independently.
Students should be active in registering their work process and taking photos. All documentation should be presented in a portfolio of the course.
Lectures, demonstrations, practical work, field trips, discussions and registry.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
This course explores the potential and constraints of instructional design and digital media in educational contexts. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The objective is for students to gain knowledge in developing their ideas on different visual modes with different techniques, methods and materials.
In the first part of the course various basic work will be covered such as sketch making and shaping forms in clay. Also, students learn all the basic work with glazes and firings.
In the second part of the course students choose their thesis in clay as they do a research and work quite independently.
Students should be active in registering their work process and taking photos. All documentation should be presented in a portfolio of the course.
Lectures, demonstrations, practical work, field trips, discussions and registry.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
This course explores the potential and constraints of instructional design and digital media in educational contexts. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced.
Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.
Methods: Numerous workshops based on different teaching methods and various ideas.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
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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.
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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.
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 main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
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.
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.
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.
The aim of this course is to increase knowledge and skill in applying various methods for encouraging musical creativity in children and youth in the context of education and leisure.
Subject
Students learn various methods for creating melodies and small musical compositions. Students will study several forms and styles of composition which they learn to apply in their own musical compositions.
Methods: Hands-on work shops in composition, improvisation and team projects.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Students who specialize in acting need to take the course LVG407G Drama teacher, implementation and theory concurrently with the course LVG406G Drama Teacher.
Assignments: Drama exercises that train sensitivity and creativity in the various methods of the theater, as well as knowledge and understanding of the basics that an drama teacher needs to use in his teaching.
The students will work on theater production, like process drama/applied theatre, devised theatre and chamber theatre through oral and physical expression and voice and body expression.
Emphasis is placed on knowledge and skills in a variety of stages like: script design and screenplay.
Assignments: Drama exercises that train the ability to perfect one's own ideas in the field (the process from group reading to performance), as well as knowledge and understanding of the basics and methods that drama teacher needs to use in his teaching.
Drama teacher profession and research in drama and theories of drama like Mike Fleming, John O'Toole, Helen Nicholson, Andy Kempe and David Hornbrook.
The students will work on theater production, like Theatre in Education (TIE) with focus on voice and body expression and stage movements and play techniques on stage. Emphasis is placed on knowledge and skills in a variety of stages like: script design, stage design, costume design, screenplay and sound design.
Students who specialize in acting need to take the course LVG408G Drama for everyone, implementation and theory, learning through drama education concurrently with the course LVG305G Drama for everyone, learning through drama education.
During the course, emphasis is placed on introducing and training students to work independently and professionally with drama in education in the field. Students gain knowledge to a variety of teaching methods and learn how to connect drama with other subjects. Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation.
Students learn to intergrate drama methods when approaching subjects. Ideas for the integration of art forms with other subjects of elementary school will be discussed, the ideology of a variety of creative teaching methods and the organization of teaching in mixed groups. The focus of the course is on training students to work independently, professionally and creatively with drama in enducation; making plans, discussions and presentations.
Subject
Singing, vocal warm-ups and a variety of repertoire for choral groups. Students learn basic conducting techniques and how to choose appropriate material for various types of vocal ensembles.
Methods: Hands-on work shops in: Vocal techniques, conducting practice and basic keyboard accompanying.
The course is associated with practice teaching of music in schools. Students learn lesson planning for teaching music in class settings in compulsory school. The course reading material is aimed at deepening understanding of the priciples and processes of music education in schools. Students will summaries their previous knowledge in music education and build on it in order to enhance their skills in teaching music in schools. Practical exercises are intended to build teaching skills and techniques appropriate for teaching school music in groups.
Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at the value of good stories for live-skill teaching (5 to 13 years old.). That the students gain basic knowledge in storytelling with impotrance on climate change.
The course focuses on drama as an art form, the background of plays/exhibitions will be discussed, exhibitions that are made from the ideas of the participants. Furthermore the value of the participation of children and young people in shows will be considered. The main point of the course is training students to work independently with students on a show in a professional and creative manner. Students are given a presentation on practical hands-on exercises that they can benefit from when putting plays on stage, such as shadow theater, to create radio and television programs and a discussion on how a small idea can become a show.
The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.
The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Pop music plays a large role in our musical culture. The content of this course is based on popular music. Students will learn about the history and evolution of pop music and how varous styles of music can be used as part of the curriculum at different ages. The course is partly practical and students will be engaged with electric instruments and become acquainted with common methods in creating pop music. A special emphasis will be put on learning to use computer tablets for creative teaching and learning of music. Students will practice using apps that are useful for music education and will create assignments, in connection with apps, suitable for children at different ages.
The course teaches methods that use play to promote proficiency in music. Play based methods that enhance rhythmic awareness and coordination will be introduced. Theories in music education that are based on movement and multi modal approaches to music learning will be studied. Much emphasis will be placed on practical exercises. Students will practice basic skills in applying play based methods in group teaching. Students will receive guidance in creative teaching approaches and will experiment with creating their own play based music games to achieve educational goals. The course is suited for individuals of various backgrounds in terms of musical training, both advanced musicians and those with less formal music education.
This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.
The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. Students who are exempt from teaching practice (e.g. BA students) will complete an alternative assignment.
In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.
Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.
Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.
Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.
Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.
Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.
The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.
In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.
The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.
The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.
It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.
The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.
The main aim of the course is that students become acquainted with various ways of teaching science in compulsory schools, acquire skills in organizing such teaching, and understand its value. Emphasis is on natural science topics that are related to the students' experiences. The focus will be on practical work indoors and outdoors and possibilities in the immediate vicinity of schools. Various ways of studying nature will be introduced, such as an examination of geological phenomena, a plant inspection as well as methods for collecting small animals and an analysis of organisms. Students will gain experience in organizing outdoor lessons. Concepts and theories in chemistry appropriate for prospective compulsory students will be studied with emphasis on pedagogical content knowledge. Students will also be introduced to the opportunities that the use of information technology provides to promote interest and curiosity about nature. The curriculum and learning materials of the compulsory school related to the subject of the course will also be examined.
The course will examine the structure of chemicals, chemical changes, atomic theory and the periodic table. Also nature of Iceland including plants, birds, small animals, freshwater and beach organisms with an emphasis on their habitat and adaptation to the Icelandic environment. The sea around Iceland and the factors that shape the ecosystem in Icelandic waters will be discussed. In addition, the internal (volcanic activity) and external forces (climate and water) that shape the country's environment will be discussed.
The aim of the course is for students to strengthen their knowledge of the pedagogy of natural sciences and field work in compulsory school is a part of the course. The role of teachers in learning of natural sciences will be examined. Special attention will be paid to practical work and pupil’s everyday ideas. Possibilities for outdoor learning will be explored along with opportunities offered by virtual environments. The natural science topics covered in this course within the field of physical sciences include thermal energy and temperature, heat transfer, utilization of thermal energy, and energy processes related to chemical changes. The geoscience topics addressed in the course include, on the one hand, the effects of internal and external forces on the shaping of the Earth's surface, and on the other hand, the practical applications of geosciences in sustainable resource utilization and environmental monitoring.
The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.
Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.
The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.
The topics of study are the aims of mathematics teaching in compulsory school, mathematical competence and the organisation of mathematics teaching in compulsory school. The national curriculum and textbooks are examined and analyzed. Special consideration is given to how students acquire competence to communicate and apply mathematics. Attention is directed to the importance of continuity in learning where main ideas become clearer and richer with time. Students learn to plan for mathematics lessons that take into account the needs of all students. Equity and students' access to mathematics education will be discussed. Students try out different ways of teaching and emphasis is placed on the use of diverse media and learning materials. Based on their experience in the field, students reflect on their teaching, their choice of teaching conten, the role of the teacher and communication with students and communication between students. Emphasis is placed on diverse learning environments and teaching methods based on research into mathematics learning and teaching.
How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?
When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?
In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.
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Course description in English:* The course focuses on how digital technologies, adjustable learning environments, and emancipatory teaching methods can be applied to encourage agency and creative efforts among pupils. Innovation education and the teaching methods involved will be treated, emphasizing agency and entrepreneurship among pupils and their teachers, collaboration and team teaching, insight and creativity, critical approaches and contemplation in an encouraging environment. It will be highlighted how technology, both as a tool and subject of attention, can promote and support school practices where the influence of pupils, agency and vision thrive. We direct our attention towards the environment of teaching and learning on the net and on location, new school buildings, school yeards, field trips and teaching out in the open, open plan and flexible classrooms in the light of history, furniture and housing for teaching and learning, always with the role of technology and opporutunities new technologies have to offer in mind. Special attention will be paid to art and crafts when it comes to innovation and integration of subject areas around creative tasks, but also the role of school libraries, information centres and makerspaces in educational contexts in times of a new eera. Teacher training in the field will call for students to get acquinted with such elements or factors in school practice, consider the environment of teaching and learning from different perspectives, reflect on the affordances and potential of digital technologies and digital learning environments in interplay with other resources and tools, as well as furniture, housing and the environment of schools. Students are expected to share, with their partners and in different ways, ideas and experiences they acquire in the field. |
Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).
Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom.
Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.
Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
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.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course is divided into four parts. Painting , drawing /model-drawing, grafik and clay.
Common for this three fields is working with conceptual works, sketch making, focusing on form and structure. Works is based on nature and human body and anatomy.
The painting is emphasis on the different methods of handling color and composition (explained in the course).
The drawing are placed on the human body (model drawing) and drawing technique (explained in the course).
Course Outline:
Course Format: Lectures, seminars and visits to local art museums.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Aim: To prepare students for their teacher training.
General Description: Students learn about the pedagogy of the subject Art via lectures including the National Curricula, teaching methods, and assessment of students work when working with children at schools. Students prepare for their training at schools by making examples of projects for elementary students and with descriptions.
Support material: Websites and photocopies from the teacher.
Method(s) of work: Lectures and craft.
Two dimensional form 2-D
Objective: Emphasis on drawing, printmaking,color studies and different options of expression through various two dimensional media.
Nature will be a primary source through the course.
Photography will be used for documentation.
Field trips and visits to art exhibitions and lectures on art will be held.
This course emphazises on knowledge necessary to work with visual arts in education.
Students are to hand in a portfolio towards a final grade.
This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. Students will discover how artists use nature and natural material in their creations.
Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use the nature and interpretation of the society.
Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings.
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The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The objective is for students to gain knowledge in developing their ideas on different visual modes with different techniques, methods and materials.
In the first part of the course various basic work will be covered such as sketch making and shaping forms in clay. Also, students learn all the basic work with glazes and firings.
In the second part of the course students choose their thesis in clay as they do a research and work quite independently.
Students should be active in registering their work process and taking photos. All documentation should be presented in a portfolio of the course.
Lectures, demonstrations, practical work, field trips, discussions and registry.
The goal:
After this course the student should:
Topic:
Common topic.
Methods and theories within idea development and innovation, their development and use will be introduced.
Individual work – seminar.
Students deal with independent research projects according to an agreement. Research work will be done through practicing the topics in question; the research shall be done in a certificated research method within creative arts , crafts and vocation training with emphasis on fertile and creative thinking and well thought working methods. The student enters an agreement about the dwelling deeper into the discipline, which is taught in kindergarten, primary schools and secondary school. The main factors of the research work are data gathering along with experimental and developmental work. Emphasis is placed on the presentation of the assignment and that students can argue their conclusions and finished assignment.
A seminar is part of the course, which present students the chance to gain experience in introducing the progress or results of the project in front of teachers and fellow students. The goal of the seminar is to help students in the their discipline’s discourse and in academic discourse so that they gain a deeper understanding the subject. The seminar will be advertised and open to all.
Working methods: Lectures, data gathering, written and graphical registration, written account, practical assignments, discussions and a seminar.
This course explores the potential and constraints of instructional design and digital media in educational contexts. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced.
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.
A B.Ed degree does not confer any particular professional recognition. To be issued a teaching license and use the professional title of teacher, it is necessary to complete a Master's degree.
Teachers play a vital role in our society. Most of those who complete a degree in teacher education go on to become teachers, but people with a background in this subject can also find careers in other professions, either within the education system or elsewhere.
This programme could open up careers in:
This list is not exhaustive.
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