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

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

The main emphasis in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in social contexts and that they have a right to influence the learning environment. Documentation of children's learning through play, as well as the preschool teachers' roles and curriculum, will be addressed.

The course has a two-week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to participate in the preschool's daily activities and complete practice placement assignments.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

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

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

The main aims of the course are to increase students' understanding of the relationships between language development and literacy, and to enable them to strengthen their ability to employ a practical teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress over the years, and how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and support children's interest in their learning. Progress in language and literacy skills will be most successful when learners engage with current, interesting affairs; they are more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation enables the provision of the support each learner needs to make steady progress.

Teaching will include presentations available on the course website, discussions both during meetings and on the website, and assignments.

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

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

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

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

Fieldwork

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

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

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

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

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

Fieldwork

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

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

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

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

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects

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

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

The main emphasis in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in social contexts and that they have a right to influence the learning environment. Documentation of children's learning through play, as well as the preschool teachers' roles and curriculum, will be addressed.

The course has a two-week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to participate in the preschool's daily activities and complete practice placement assignments.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

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

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

The main aims of the course are to increase students' understanding of the relationships between language development and literacy, and to enable them to strengthen their ability to employ a practical teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress over the years, and how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and support children's interest in their learning. Progress in language and literacy skills will be most successful when learners engage with current, interesting affairs; they are more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation enables the provision of the support each learner needs to make steady progress.

Teaching will include presentations available on the course website, discussions both during meetings and on the website, and assignments.

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

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

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

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

Fieldwork

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

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

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

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

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

Fieldwork

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

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

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with their project supervisor and the department chair. The project topic should fall within the student's area of study, i.e., the programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semesters. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education, the thesis is expected to span three semesters; see the programme structure in the Course Catalogue for each programme.

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

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects