This is a vocational programme for current and prospective Spanish teachers in Icelandic upper secondary schools. It also prepares students to work in positions involving oversight of Spanish teaching in schools or education districts.
The programme is organised and taught in cooperation with the School of Education. Students complete 60 ECTS in teacher education and 60 ECTS in Spanish.
The programme is 120 ECTS and is organised as two years of full-time study.
The programme is made up of:
Ideally, students will take courses in Spanish alongside courses from the School of Education.
The programme is taught in Spanish and Icelandic. Textbooks are in Spanish, English or other foreign languages.
The programme includes student training placements. Training takes place in upper secondary schools during normal school hours. During a placement, students are required to be present in the host school for significant periods.
See further information on the structure of the MA programme in upper secondary school teaching.
Students should gain:
Completing this programme qualifies a student to use the professional title of teacher.
Completing the programme allows you to apply for doctoral studies.
BA-degree in Spanish with a GPA of at least 7.25 or its equivalent, and a final thesis.
After completing a programme in teacher education at an Icelandic university, a teacher should have reached a level of competence in Icelandic that corresponds to a minimum of C1 according to the Common European Framework of References for Languages (CEFR).
120 ECTS have to be completed for the qualification; 60 ECTS Teaching Education, 30 ECTS in courses and a 30 ECTS research project (MA Thesis).
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
MA-thesis in Spanish teaching.
Seminar C. Lexicografía
Objetivo
En este seminario se pretende ofrecer una introducción a la lexicografía teórica (metalexicografía) como base para estudiar, valorar y usar los diccionarios del español tanto en formato impreso como electrónico. También se presenta el diccionario como herramienta pedagógica.
This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of langauge will be considered, raising the question of how we understand man with respect to thought and language.
Individual project.
Special Theme: Contemporaneity: Social Contexts in Recent Visual Texts
This course will offer an introduction to a range of films from Latin America while examining cinema as a format embedded in the visual culture of the continent. From a sociological standpoint and in light of various strands of influential theoretical models, this course will consider the centrality of movies and television programs as cultural expressions of contemporaneity. This course embraces forms other than feature films or short films, images from media other than scenes from a film, and audience response platforms other than academic articles or reviews from critics. The emphasis is placed on visual texts released in the last decade. The focal points are cross-border / global production and reception, digitization of cinema and recent approaches to cultural identity (identity branding migratory displacement, films as artefacts of contestation, new understanding of gender and ethnicity, memory, neoliberalism and markets, mediatized narcoculture, social inclusion, core-periphery relations, new video cultures and affect). The class will be mainly taught in English
This course will explore the history of Spanish cinema in twentieth century Spain, with particular emphasis on the post-Franco period. (The Cine-Club Hispano will be operated during the semester).
MA-thesis in Spanish teaching.
The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.
MA-seminar: literature
Individual project.
This course will focus on the history of translation and methods available in the field of translation. Students will try their hand at the different methods of translation working with technical- periodical- as well as literary texts.
A survey of literature and history of the Mexico-USA boarder regions. Works by Mexican and Mexico-American (Chicano) authors read.
This course will explore literature from the colonial period, with particular emphasis on the role of the conquest gaze as a promoting factor in the image making for the new world. Geographic, literary, and ethnic issues will be examined.
An introductory course in Latin American Literature. Literary works include poems, short stories and novels.
An introductory course in Latin American Literature. Literary works include poems, short stories and novels.
An overview of the history and developments of the Spanish language.
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
MA-thesis in Spanish teaching.
Seminar C. Lexicografía
Objetivo
En este seminario se pretende ofrecer una introducción a la lexicografía teórica (metalexicografía) como base para estudiar, valorar y usar los diccionarios del español tanto en formato impreso como electrónico. También se presenta el diccionario como herramienta pedagógica.
This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of langauge will be considered, raising the question of how we understand man with respect to thought and language.
Special Theme: Contemporaneity: Social Contexts in Recent Visual Texts
This course will offer an introduction to a range of films from Latin America while examining cinema as a format embedded in the visual culture of the continent. From a sociological standpoint and in light of various strands of influential theoretical models, this course will consider the centrality of movies and television programs as cultural expressions of contemporaneity. This course embraces forms other than feature films or short films, images from media other than scenes from a film, and audience response platforms other than academic articles or reviews from critics. The emphasis is placed on visual texts released in the last decade. The focal points are cross-border / global production and reception, digitization of cinema and recent approaches to cultural identity (identity branding migratory displacement, films as artefacts of contestation, new understanding of gender and ethnicity, memory, neoliberalism and markets, mediatized narcoculture, social inclusion, core-periphery relations, new video cultures and affect). The class will be mainly taught in English
This course will explore the history of Spanish cinema in twentieth century Spain, with particular emphasis on the post-Franco period. (The Cine-Club Hispano will be operated during the semester).
MA-thesis in Spanish teaching.
The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.
This course will focus on the history of translation and methods available in the field of translation. Students will try their hand at the different methods of translation working with technical- periodical- as well as literary texts.
A survey of literature and history of the Mexico-USA boarder regions. Works by Mexican and Mexico-American (Chicano) authors read.
This course will explore literature from the colonial period, with particular emphasis on the role of the conquest gaze as a promoting factor in the image making for the new world. Geographic, literary, and ethnic issues will be examined.
An introductory course in Latin American Literature. Literary works include poems, short stories and novels.
An introductory course in Latin American Literature. Literary works include poems, short stories and novels.
An overview of the history and developments of the Spanish language.
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
MA-thesis in Spanish teaching.
Seminar C. Lexicografía
Objetivo
En este seminario se pretende ofrecer una introducción a la lexicografía teórica (metalexicografía) como base para estudiar, valorar y usar los diccionarios del español tanto en formato impreso como electrónico. También se presenta el diccionario como herramienta pedagógica.
This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of langauge will be considered, raising the question of how we understand man with respect to thought and language.
Special Theme: Contemporaneity: Social Contexts in Recent Visual Texts
This course will offer an introduction to a range of films from Latin America while examining cinema as a format embedded in the visual culture of the continent. From a sociological standpoint and in light of various strands of influential theoretical models, this course will consider the centrality of movies and television programs as cultural expressions of contemporaneity. This course embraces forms other than feature films or short films, images from media other than scenes from a film, and audience response platforms other than academic articles or reviews from critics. The emphasis is placed on visual texts released in the last decade. The focal points are cross-border / global production and reception, digitization of cinema and recent approaches to cultural identity (identity branding migratory displacement, films as artefacts of contestation, new understanding of gender and ethnicity, memory, neoliberalism and markets, mediatized narcoculture, social inclusion, core-periphery relations, new video cultures and affect). The class will be mainly taught in English
This course will explore the history of Spanish cinema in twentieth century Spain, with particular emphasis on the post-Franco period. (The Cine-Club Hispano will be operated during the semester).
MA-thesis in Spanish teaching.
The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.
This course will focus on the history of translation and methods available in the field of translation. Students will try their hand at the different methods of translation working with technical- periodical- as well as literary texts.
A survey of literature and history of the Mexico-USA boarder regions. Works by Mexican and Mexico-American (Chicano) authors read.
This course will explore literature from the colonial period, with particular emphasis on the role of the conquest gaze as a promoting factor in the image making for the new world. Geographic, literary, and ethnic issues will be examined.
An introductory course in Latin American Literature. Literary works include poems, short stories and novels.
An introductory course in Latin American Literature. Literary works include poems, short stories and novels.
An overview of the history and developments of the Spanish language.
The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.
Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
Graduates may work in:
This list is not exhaustive.
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