Course topic: The main purpose of this course is to provide participants with opportunities to critically analyse institutional and systems approaches based on different types of leadership and ideas of expertise. The concepts of professionalism and professional identity in leadership will be examined, particularly in the field of education and topic on sustainable development. Wicked problems will be defined and discussed, possible solutions identified and what could prevent their progress and how outcomes could be evaluated. Issues of professional learning for change and leadership including taking actions will be discussed and connected to the UN SDGs and eight key competences for sustainability and social entrepreneurship. Attention will be given to professional capital for sustainability with some focus on integrative learning, linking thinking skills and content. The final topic will be a professional development plan putting reflection and self-assessment into structured private plan.

Working method: Classes and discussions are online and built on informed debate and active participation (80% attendance in class is required). Assignments include individual written assignments and active participation in discussion threads, and team assignments including leading a class, giving a lecture and leading discussion, and be in the role of class discussant. 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).

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

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

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Social Entrepreneurship Education

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and participants become familiar with the working environment of compulsory school teachers, the Compulsory School Act, and regulations.

Learning and teaching are discussed from multiple perspectives and in relation to various learning theories. Participants organise their own teaching processes by setting aims, organising teaching and learning, and organising interaction and collaboration. All this work is related to the conceptions of professionalism and practice theories.

In field practice, student teachers familiarise themselves with professional practices in a specific area of study or subject in which they intend to specialise. During field practice, the student is expected to show initiative and active participation and to take part in all daily activities as much as possible. Defined teaching hours depend on the number of field practice credits.

Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. 

Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.

Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The M.Ed. final project is an individual project of 30 ECTS credits. 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 his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. 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 semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

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 / Teaching / Master's Thesis

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

Course topic: The main purpose of this course is to provide participants with opportunities to critically analyse institutional and systems approaches based on different types of leadership and ideas of expertise. The concepts of professionalism and professional identity in leadership will be examined, particularly in the field of education and topic on sustainable development. Wicked problems will be defined and discussed, possible solutions identified and what could prevent their progress and how outcomes could be evaluated. Issues of professional learning for change and leadership including taking actions will be discussed and connected to the UN SDGs and eight key competences for sustainability and social entrepreneurship. Attention will be given to professional capital for sustainability with some focus on integrative learning, linking thinking skills and content. The final topic will be a professional development plan putting reflection and self-assessment into structured private plan.

Working method: Classes and discussions are online and built on informed debate and active participation (80% attendance in class is required). Assignments include individual written assignments and active participation in discussion threads, and team assignments including leading a class, giving a lecture and leading discussion, and be in the role of class discussant. 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).

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

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

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. Students do few major assignments, and fulfil obligatory participation in organising on-line classes and informed debate. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Social Entrepreneurship Education

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and participants become familiar with the working environment of compulsory school teachers, the Compulsory School Act, and regulations.

Learning and teaching are discussed from multiple perspectives and in relation to various learning theories. Participants organise their own teaching processes by setting aims, organising teaching and learning, and organising interaction and collaboration. All this work is related to the conceptions of professionalism and practice theories.

In field practice, student teachers familiarise themselves with professional practices in a specific area of study or subject in which they intend to specialise. During field practice, the student is expected to show initiative and active participation and to take part in all daily activities as much as possible. Defined teaching hours depend on the number of field practice credits.

Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. 

Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.

Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

The M.Ed. final project is an individual project of 30 ECTS credits. 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 his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. 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 semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

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 / Teaching / Master's Thesis

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.