This practical and theoretical 120 ECTS MEd programme is designed to strengthen and enhance leadership skills in the Icelandic education system.
The programme emphasises student independence and choice. Graduates will be competent to manage an educational institution.
Applicants must be qualified teachers with at least two years’ experience working in the education system.
The programme is 120 ECTS and is organised as two years of full-time study. It can also be completed by studying part time for three or four years.
The programme is made up of:
Teaching and exams are in Icelandic.
All courses are taught through distance learning with face-to-face blocks, although exact arrangements may vary from course to course.
Students should acquire knowledge and understanding of the nature of schools and other educational institutions and improve their leadership skills.
Completing the programme allows you to apply for doctoral studies
In general, admission to a Master's programme requires the applicant to have completed an undergraduate degree (B.Ed., BA, or BS) with a first-class grade (7.25). In addition, there is a requirement for a teaching license and at least two years of work experience after completing the teaching qualification.
120 ECTS credits must be completed for M.Ed. degree
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
The main objectives of evaluation will be discussed, various approaches self- evaluation will be introduced, as well as evaluation standards. Data collection, data analysis and presentation of data will be discussed. Emphasis will be on the relevance of evaluation for developmental purposes in educational settings. Ethical issues pertinent to evaluation will be discussed. Research on program evaluation will be explored.
Emphasis will be on practical assignments concerning students' interests. The course is organised in on-campus sessions and discussions on Zoom. Participants discuss selected topics and literature, work on assignments and organise self-evaluation projects within the field of their own choice. Classes are online (using Zoom), obligatory to attend 2-3 on-campus sessions (decided in consultations with students).
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.
Aim of the course: To assist students in understanding some major processes of school management and educational leadership in schools and other educational institutions. An emphasis is put on the development of their role as educational leaders.
Main content: Theories about leadership and management in educational institutions. The multiple roles and responsibilities of educational leaders are discussed as well as the impact of gender and values on leadership. The supervisory role of leaders is addressed as well as their role in leading change and innovation. Research on leadership in educational institutions will be explored with particular emphasis on recent Icelandic research.
Organisation: The course is organised as a combination of distance learning and on-site sessions. Students finish three assignments. One short paper (15%), one longer paper or essay (40%), and an exam (35%). Students also discuss academic journals on-line in small groups and submit a report (10%).
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
The purpose of this course is to enhance students understanding of some major concepts and thories of schools and other eductional institutions as organizations. An emphasis is put on assisting students in applying these concepts and theories to relevant organizational issues and problems.
Outline of content is as follows: A short overview of history and thought in educational administration; conflicts and dilemmas in administration; the school as an open system; the school as an organizational type; bureaucracy and the school; structure, power and politics; the school and its environment; motivation, human resources, equality, goals and goal setting; orgaizational climate and culture; organizatinal effectiveness, decision making and conflicts in organizations.
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.
The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.
At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.
The aim of the course is for the participants to gain an increased understanding of schools´ external environment and the interplay between use of financial resources and education policies. Financing of education, cost structure in education and budget as management tool are discussed.
The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school.
Objectives- participants:
Teaching: Lectures, discussions, individual and group projects.
Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.
The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.
The course deals with describtion of Icelandic authoroties (the executive), the basic structure of the Icelandic administrative system, main tasks of public authotiries, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act.
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.
The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.
This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
The main objectives of evaluation will be discussed, various approaches self- evaluation will be introduced, as well as evaluation standards. Data collection, data analysis and presentation of data will be discussed. Emphasis will be on the relevance of evaluation for developmental purposes in educational settings. Ethical issues pertinent to evaluation will be discussed. Research on program evaluation will be explored.
Emphasis will be on practical assignments concerning students' interests. The course is organised in on-campus sessions and discussions on Zoom. Participants discuss selected topics and literature, work on assignments and organise self-evaluation projects within the field of their own choice. Classes are online (using Zoom), obligatory to attend 2-3 on-campus sessions (decided in consultations with students).
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.
Aim of the course: To assist students in understanding some major processes of school management and educational leadership in schools and other educational institutions. An emphasis is put on the development of their role as educational leaders.
Main content: Theories about leadership and management in educational institutions. The multiple roles and responsibilities of educational leaders are discussed as well as the impact of gender and values on leadership. The supervisory role of leaders is addressed as well as their role in leading change and innovation. Research on leadership in educational institutions will be explored with particular emphasis on recent Icelandic research.
Organisation: The course is organised as a combination of distance learning and on-site sessions. Students finish three assignments. One short paper (15%), one longer paper or essay (40%), and an exam (35%). Students also discuss academic journals on-line in small groups and submit a report (10%).
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
The purpose of this course is to enhance students understanding of some major concepts and thories of schools and other eductional institutions as organizations. An emphasis is put on assisting students in applying these concepts and theories to relevant organizational issues and problems.
Outline of content is as follows: A short overview of history and thought in educational administration; conflicts and dilemmas in administration; the school as an open system; the school as an organizational type; bureaucracy and the school; structure, power and politics; the school and its environment; motivation, human resources, equality, goals and goal setting; orgaizational climate and culture; organizatinal effectiveness, decision making and conflicts in organizations.
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.
The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.
At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.
The aim of the course is for the participants to gain an increased understanding of schools´ external environment and the interplay between use of financial resources and education policies. Financing of education, cost structure in education and budget as management tool are discussed.
The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school.
Objectives- participants:
Teaching: Lectures, discussions, individual and group projects.
Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.
The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.
The course deals with describtion of Icelandic authoroties (the executive), the basic structure of the Icelandic administrative system, main tasks of public authotiries, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act.
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.
The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.
This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
The main objectives of evaluation will be discussed, various approaches self- evaluation will be introduced, as well as evaluation standards. Data collection, data analysis and presentation of data will be discussed. Emphasis will be on the relevance of evaluation for developmental purposes in educational settings. Ethical issues pertinent to evaluation will be discussed. Research on program evaluation will be explored.
Emphasis will be on practical assignments concerning students' interests. The course is organised in on-campus sessions and discussions on Zoom. Participants discuss selected topics and literature, work on assignments and organise self-evaluation projects within the field of their own choice. Classes are online (using Zoom), obligatory to attend 2-3 on-campus sessions (decided in consultations with students).
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.
Aim of the course: To assist students in understanding some major processes of school management and educational leadership in schools and other educational institutions. An emphasis is put on the development of their role as educational leaders.
Main content: Theories about leadership and management in educational institutions. The multiple roles and responsibilities of educational leaders are discussed as well as the impact of gender and values on leadership. The supervisory role of leaders is addressed as well as their role in leading change and innovation. Research on leadership in educational institutions will be explored with particular emphasis on recent Icelandic research.
Organisation: The course is organised as a combination of distance learning and on-site sessions. Students finish three assignments. One short paper (15%), one longer paper or essay (40%), and an exam (35%). Students also discuss academic journals on-line in small groups and submit a report (10%).
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
The purpose of this course is to enhance students understanding of some major concepts and thories of schools and other eductional institutions as organizations. An emphasis is put on assisting students in applying these concepts and theories to relevant organizational issues and problems.
Outline of content is as follows: A short overview of history and thought in educational administration; conflicts and dilemmas in administration; the school as an open system; the school as an organizational type; bureaucracy and the school; structure, power and politics; the school and its environment; motivation, human resources, equality, goals and goal setting; orgaizational climate and culture; organizatinal effectiveness, decision making and conflicts in organizations.
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.
The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.
At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.
The aim of the course is for the participants to gain an increased understanding of schools´ external environment and the interplay between use of financial resources and education policies. Financing of education, cost structure in education and budget as management tool are discussed.
The purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school.
Objectives- participants:
Teaching: Lectures, discussions, individual and group projects.
Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.
The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.
The course deals with describtion of Icelandic authoroties (the executive), the basic structure of the Icelandic administrative system, main tasks of public authotiries, the scope, relevance and rules of the Administrative Act. no 37/1993 and the relevance and rules of the Information Act. no 140/2012. The main emphasis is on the Administrative Act.
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.
The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.
The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.
Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.
The course is organized in sessions, real-time presence online and on-site.
The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.
|
The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective. The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others. The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools. |
This introductory course in public administration provides students with a holistic overview over how public administration is organized and how it has developed over the last decades. The main characteristics of the public administration in Iceland is introduces, its foundations and main formative elements. The course covers the basic theories and concepts of the discipline of public administration and its scholarly endeavour. It introduces the main organizational theories, and the main theories on decentralization and delegation of power and decision-making. The focus is on the relationship between public administration and politics and how that relationship shapes organizational practices and public policy making. The emphasis is on analysing and understanding the differences between the private and the public sector.
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data. Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.
Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.
Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.
The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.
In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.
This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.
The course focuses on:
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
An education in this area will give you an advantage in management roles in:
Kennó is the organisation for student teachers at the University of Iceland. Kennó organises events such as socials for new students, annual galas and workplace tours. Kennó has also organised the Come and Teach project, which is aimed at publicising teaching degrees.
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