The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. 

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

This course  draws on seminal and current research about effective teaching and learning of English as a foreign language.  Students will come to understand important theories that underpin EFL learning and second language acquisition, especially as it concerns teaching the four language skills (listening, speaking, reading, and writing). This is accomplished by considering relevant concepts related to language acquisition, learner autonomy, and language assessment in a self- reflective and analytical way. Essentially, this course examines the why behind language teaching through student‐led and teacher-supported seminars. It culminates in a research project considering how to practically apply this knowledge to EFL teaching in a way that benefits both teachers and learners.

Course work demands active participation and consists of reading, lectures, face-to-face and online discussions, student-driven presentations and a research project.

One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.

Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.

This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

The aim is to enable the student to gain a general understanding of the latest knowledge, theories, ideologies, concepts and methods in the field of language and instruction in grammar, giving a special attention to the situation in Iceland.

Terms like language policy, language planning, standard language and language usage are addressed, and conventional ideas about right and wrong language use are put into question. In addition, different positions towards gender neutral language will be discussed as well as opposing views about official naming policies. Current teaching material will be examined considering such ideas.

The main emphasis will be put on how to get young people to reflect on their responsibility in maintaining the language, while urging them to be tolerant towards other people’s language use. Students also get training in leading discussions on controversial language matters.

An important discussion will take place about the language policy in Iceland pertaining to neologism as a reaction to foreign language influence. Students will be prepared to use neologism as part of their teaching.

Principles of language teaching – particularly in combination with a holisitic, communicative approach to language learning – align well with common goals of classroom management. Classroom management is a comprehensive term referring to a wide range of actions teachers take to organize students, materials, space, and time to achieve their learning goals. Relationship building, communication, engagement strategies, and structuring an effective learning environment are all features of effective classroom management (Stanzione & Mackenzie, p. 4-5) and effective language teaching. Incorporating drama techniques to achieve intertwined goals of effective language teaching and effective classroom management offers the possibility of developing practical skills and knowledge of mutual benefit to both teachers and students.  A rationale for applying drama methods to enhance language learning and classroom management include:

• It is an ideal way to encourage learners to communicate for real-life purposes.
• It makes language learning an active motivating experience.
• It helps learners gain the confidence and self-esteem needed to use the language spontaneously and collaboratively
• It makes language learning memo­rable through direct experience.
• It stimulates learners’ intellect, imagination, and creativity.
• It develops students’ ability to empathize with others and become better communicators. (Alvarado,2017).

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

Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

Course description in English:* 

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

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

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

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.

This is an overview course that introduces major theories of second language acquisition and how they influence language instruction. We will examine research on the cognitive, linguistic, individual, social and educational factors that affect the language learning process and language attainment. The role of input on language learning will be examined as well as the development of reading and writing skills in a second language. 

In this course, different types and genres of literary texts will be read and analysed, as a practical base for creative writing of various kinds - with the needs of the school teacher of literature and writing in mind.

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

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

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

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

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

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

The course focuses on:

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

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

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

The purpose of this course is to assist students in understanding some major concepts, theories, and models of  development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.

Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.

The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.

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

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

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

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

In this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.

During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs assessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

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

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.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.

Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The main goal of this course is:

• for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
• that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
• that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.

Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possible to use them in training different language components. 

Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization of

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

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

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

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

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

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

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 goal of this course is twofold. On the one hand different methods of teaching literature will be introduced with an emphasis on diversity and different ways of connecting literature with various subjects. The course will explore how the methods of literary analysis and criticism can be used to open up literary texts in the classroom and help pupils to put them into the context of their everyday liver. Through literature and literary analysis different eras, cultures, nationalities, languages and personalities can be explored. 

On the other hand the course will focus on the teaching of literature in Icelandic elementary schools, the goals of the national curriculum, the role of the study of literature and its part in general education. The selection of literary texts for teaching in the school system will be studied as well as the criteria for such selection in Iceland and in other countries. 

This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context,  social engagement and inclusion.

In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on  Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems;  a) The education system of secondary and higher  education, b) participation in the labour force and c) the system of sexuality.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

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

Content

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

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

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

This course will review and discuss a number of key issues in assessment and testing, including National curriculum guidelines, current policies and trends. Traditional assessment methods and standardized examinations will be examined with critical eyes. New approaches to assessment will also be discussed, for example: formative assessment, authentic assessment, self-assessment, peer evaluation and evaluation based on study, experience, or portfolios.

Main Objectives

• gain knowledge and understanding of assessment criteria and methods in language education
• acquire a basis for being able to organize and formulate assessment programs

Working methods:
Teaching is conducted through lectures, face-to-face and online discussions, and student-driven presentations. There will be a great deal of reading that incorporates students’ interests in terms of reading material, discussion topics, group and individual work, and projects that are shared as presentations/workshops. Emphasis is placed on the students developing their own teaching methods and assessment methods and sharing their knowledge and practices with others.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.

Course description in English:*  This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.

The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.

Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.

Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. 

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.

Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports. 

Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators. 

Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars. 

Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English. 

Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project. 

Students fill out an electronic application form, and the supervising teacher contacts applicants. 

More information about Sprettur can be found here: www.hi.is/sprettur 

This course  draws on seminal and current research about effective teaching and learning of English as a foreign language.  Students will come to understand important theories that underpin EFL learning and second language acquisition, especially as it concerns teaching the four language skills (listening, speaking, reading, and writing). This is accomplished by considering relevant concepts related to language acquisition, learner autonomy, and language assessment in a self- reflective and analytical way. Essentially, this course examines the why behind language teaching through student‐led and teacher-supported seminars. It culminates in a research project considering how to practically apply this knowledge to EFL teaching in a way that benefits both teachers and learners.

Course work demands active participation and consists of reading, lectures, face-to-face and online discussions, student-driven presentations and a research project.

One of the main purposes of Icelandic museums is to preserve the country's cultural and natural heritage for future generations. Furthermore, to encourage increased knowledge of this heritage and understanding of its connections to the outside world. According to Icelandic museum laws, museums are expected to "enhance people's quality of life" by fostering an understanding of the development and status of culture, art, nature, and/or science. Therefore, museums and museum education can impact society, groups, and individuals. Museology plays a key role in this context and is the main subject of this course.

Students will be introduced to theoretical approaches aimed at supporting diverse and impactful educational practices related to archaeology, art, natural sciences, cultural heritage, and other museum subjects. Attention will be given to the different target audiences of museum education, the role of visitors within museums, spatial considerations, text production, multimedia, interactivity, and more.

This is a distance-learning course divided into three modules. Each module includes short lectures by the instructor reflecting on the course material, guest lectures (delivered digitally), and supplementary materials. Over the semester, three in-person and/or Zoom sessions will be held, where students will receive lectures from museum professionals and work on an educational project in collaboration with a museum in Reykjavík. The project will be developed based on students’ academic interests, under the supervision of the instructor and with support from museum staff.

This course is a general introduction to Adult and Continuing education. Through the course participants will familiarize themselves with research on the characteristics of adult learners, theories on adult learning, the societal place of adult education, participation in adult learning activities and the effects of adult development on their learning endevours.

The course aims are that participants acquaint themselves with research and theories of adult learning with the aim of informing practice and to rationalize choices and actions when organizing learning events and working with adults.

Coursework: Blended learning with face to face sessions and online collaborations: Discussions, lectures, individual assignments and group projects.

The aim is to enable the student to gain a general understanding of the latest knowledge, theories, ideologies, concepts and methods in the field of language and instruction in grammar, giving a special attention to the situation in Iceland.

Terms like language policy, language planning, standard language and language usage are addressed, and conventional ideas about right and wrong language use are put into question. In addition, different positions towards gender neutral language will be discussed as well as opposing views about official naming policies. Current teaching material will be examined considering such ideas.

The main emphasis will be put on how to get young people to reflect on their responsibility in maintaining the language, while urging them to be tolerant towards other people’s language use. Students also get training in leading discussions on controversial language matters.

An important discussion will take place about the language policy in Iceland pertaining to neologism as a reaction to foreign language influence. Students will be prepared to use neologism as part of their teaching.

Principles of language teaching – particularly in combination with a holisitic, communicative approach to language learning – align well with common goals of classroom management. Classroom management is a comprehensive term referring to a wide range of actions teachers take to organize students, materials, space, and time to achieve their learning goals. Relationship building, communication, engagement strategies, and structuring an effective learning environment are all features of effective classroom management (Stanzione & Mackenzie, p. 4-5) and effective language teaching. Incorporating drama techniques to achieve intertwined goals of effective language teaching and effective classroom management offers the possibility of developing practical skills and knowledge of mutual benefit to both teachers and students.  A rationale for applying drama methods to enhance language learning and classroom management include:

• It is an ideal way to encourage learners to communicate for real-life purposes.
• It makes language learning an active motivating experience.
• It helps learners gain the confidence and self-esteem needed to use the language spontaneously and collaboratively
• It makes language learning memo­rable through direct experience.
• It stimulates learners’ intellect, imagination, and creativity.
• It develops students’ ability to empathize with others and become better communicators. (Alvarado,2017).

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

Methods: The course is based on the reading and discussion of theoretical texts. Students should read the texts before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by handing in reflection-based assignments. Students also regularly submit reading journals and participate in a workshop on final projects before submitting them.

Course description in English:* 

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

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

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

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.

Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.

Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.

In this course, students learn to plan mathematics teaching in upper secondary school using various approaches to provide access for all. An emphasis will be put on exploring different teaching environments and teaching methods that build on research on the teaching and learning of mathematics. In the course, the aims of learning mathematics both in Iceland and its neighboring countries will be discussed based on curricular and governmental documents. Students will read about and get a chance to try out various ways to assess and analyze students’ mathematical achievements. The course format includes lectures, project work, presentations, topic studies connected to practice, and critical topic discussion. An emphasis will be put on students’ discussion about challenges and their search for solutions to problems related to the teaching and learning of mathematics.

This is an overview course that introduces major theories of second language acquisition and how they influence language instruction. We will examine research on the cognitive, linguistic, individual, social and educational factors that affect the language learning process and language attainment. The role of input on language learning will be examined as well as the development of reading and writing skills in a second language. 

In this course, different types and genres of literary texts will be read and analysed, as a practical base for creative writing of various kinds - with the needs of the school teacher of literature and writing in mind.

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

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

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

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

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

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

The course focuses on:

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

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

Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

The purpose of this course is to assist students in understanding some major concepts, theories, and models of  development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.

Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.

The course deals with ideas about teaching and learning physics and chemistry. An overview will be given of necessary pedagogical content knowledge for these subjects. Emphasis will be placed on the uniqueness of physics and chemistry as teaching subjects.

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

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

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

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

In this course participants learn how to design learning interventions for adults. Its main objectives are that participants can individually or with a group, design courses or other learning events for adults.

During the course participants deal with most aspects of designing, organizing and implementing learning events organized for adults, ranging from learning needs assessment through design to teaching and evaluation. However with the main focus being on the design and implementation of the learning intervention.

The course is carried out in a blended form, a mix of face to face sessions and collaborative online work.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

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

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.

In this module different approaches to the question of how critical theories can be used to better understand educational institutions, practices and policies will be explored.  The theoretical framework will draw on critical theory scholarship (including but not limited to critical race theory, critical feminist theory, queer theory and critical disability studies) to develop critical education lens with an emphasis on intersectionality and social justice. Educational policies and curricula will be analysed and placed in a human rights context. Special emphasis is placed on how this knowledge can be applied in a broad range of educational settings.

Critical Theories is a required course for graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The main goal of this course is:

• for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
• that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
• that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.

Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possible to use them in training different language components. 

Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization of

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

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

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

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

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

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

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 goal of this course is twofold. On the one hand different methods of teaching literature will be introduced with an emphasis on diversity and different ways of connecting literature with various subjects. The course will explore how the methods of literary analysis and criticism can be used to open up literary texts in the classroom and help pupils to put them into the context of their everyday liver. Through literature and literary analysis different eras, cultures, nationalities, languages and personalities can be explored. 

On the other hand the course will focus on the teaching of literature in Icelandic elementary schools, the goals of the national curriculum, the role of the study of literature and its part in general education. The selection of literary texts for teaching in the school system will be studied as well as the criteria for such selection in Iceland and in other countries. 

This course connects sociological and transdisciplinary theories and research on youth, youth culture, transitions and education. The concept of youth refers to a diverse age group and is dependant on societies and historical context, but in our post-modern times refers to the ages 16-25. Youth and their circumstances will be studied from various sociological and related academic perspectives; an emphasis will be placed on a transdiciplinary educational view. The term transition to adulthood referred, until the 1990‘s, to youth moving from the educational systems into the workplace, but has since taken a broader view to include among other things family context,  social engagement and inclusion.

In this course the focus is on recent research on youth transitions in different societies and by socio-cultural backgrounds, emphasizing research on  Icelandic and Nordic youth. The division between the public and the private is getting more and more blurry and the transition in the private life is no less important for future well-being in the marketized and globalized digital world. Youth transition is therefore explored through three main systems;  a) The education system of secondary and higher  education, b) participation in the labour force and c) the system of sexuality.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

Objectives
The main objectives of the course are to provide students with basic knowledge of logic and other foundations of critical thinking. Also, to provide them with an understanding of the purpose of practising philosophical discussions with children and adults. Students will also gain an understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the techniques that have been developed in philosophy for children.

Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussions, such as independent and critical thinking, creativity, tolerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.

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

Content

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

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

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

This course will review and discuss a number of key issues in assessment and testing, including National curriculum guidelines, current policies and trends. Traditional assessment methods and standardized examinations will be examined with critical eyes. New approaches to assessment will also be discussed, for example: formative assessment, authentic assessment, self-assessment, peer evaluation and evaluation based on study, experience, or portfolios.

Main Objectives

• gain knowledge and understanding of assessment criteria and methods in language education
• acquire a basis for being able to organize and formulate assessment programs

Working methods:
Teaching is conducted through lectures, face-to-face and online discussions, and student-driven presentations. There will be a great deal of reading that incorporates students’ interests in terms of reading material, discussion topics, group and individual work, and projects that are shared as presentations/workshops. Emphasis is placed on the students developing their own teaching methods and assessment methods and sharing their knowledge and practices with others.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

Theoretical background of the course is based on positive psychology or the science of well-being and happiness. It includes topics such as mindset, motivation, emotions, flourishing, autonomy, self-regulation, meaning and life-goals. Methods for working on personal development, well-being and self-knowledge are presented – such as mindfulness, goal setting and working with character strengts and values - all empirically validated intervention strategies.
Students‘ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation in work-shops.

Course description in English:*  This course aims to prepare students to use programming and computational thinking strategies to create computer graphics and solve problems of various kinds, and furthermore to prepare students for teaching these same topics to pupils in compulsory school and upper secondary school. No previous experience or knowledge of programming is required before starting the course.

The courses mathematical topics are mainly coordinate geometry and the fundamentals of computational thinking: abstraction, decomposition, algorithmic thinking, debugging, automation and generalization. Students will learn about the use of variables, functions, loops, and logical operators in programming. Students will learn to use computational thinking strategies to build simple computer models, such as computer games or art, and to use programming for solving mathematical tasks.

Students will also learn to plan lessons in compulsory and upper secondary school, aiming for the development of students’ computational thinking and creative programming skills, along with the use of programming for investigating mathematical topics. The dynamic geometry software GeoGebra will be put into a computational thinking perspective and its possibilities for mathematics teaching will be explored. The position of programming and computational thinking in society and the educational system will be discussed, also in connection with other school subjects.

Course participation involves mostly the solving of tasks, reading, and participation in a critical discussion.

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.