This programme is both theoretical and vocational and includes student placements.
Students will learn about:
Upon graduation from a teacher's program at an Icelandic university, a teacher must have a competency in Icelandic that corresponds to a minimum of C1 in the European Language Framework.
Here you can see the Language Framework of the Council of Europe.
Icelandic matriculation examination (Stúdentspróf) or an equivalent qualification.
180 credits must be required for the baccalaureate degree. After completing a teacher education programme 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).
Check below to see how the programme is structured.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
This course introduces students to scholarly writings and research on children’s musical development and teaches current methods in music education for early childhood. The readings of the course are on the current knowledge about the effects of music from birth and through the first years of life. Students learn practial approaches to organising and leading musical sessions in preschools.
In this course students get acquainted with academic writings about drawing development of children and basic methods and material used in their art education.
Diverse methods of visual arts will be introduced and students will work with two- and three dimensional material. Emphasis is on independent working methods of students.
The course will be mainly tought in three or four on-site sessions for all students.
The main objective of the course is to introuduce students to basic features of creative and critical thnking, in particular how such thinking can be undertaken in a group. The possibilities of using dialogue as a method in teaching and research will be explored. The approach of the course will be based on ideas of philosophy for children, but it will be adapted to work with both children at preschool age.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The emphasis is on that students realise how they can use children's local environment as a source for learning about science and mathematics. The importance of children's outdoor learning and children's motion for their health and development is stressed and how teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of mammals, small animals, plants, water, air, forms, number, and volume in their local environment.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The main emphases in the course are different ideas and perspectives on children's play. Theories on play and influences in early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and relationships. This involves the view that children's learning takes place through their interaction in the social context and ttheir right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role 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 take part in the daily activities of the preschool, as well as working on practice placement assignments.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The emphasis in the course is on sustainability and sustainability education involving children’s participation in society and their learning about nature in connection to sustainability education. Children’s ideas about the body will be discussed and how it can be connected to their health and wellbeing, as well as biodiversity and how organisms are connected to each other and nature. The importance and purpose of sustainability education will be stressed as well as how man is responsible for many environmental problems and how we can solve these problems among others in the light of the UN sustainability goals. Different strategies of value in sustainability education will be introduced.
Emphasis will be on nature perception and aesthetics and how to work with nature and sustainability in visual arts with children. How to work with the subject of the course in acting will be discussed, such as in; role-playing games, traditional games and spinning, i.e. processing of perceptions, experiences, feelings and ideas in creativity and play.
Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).
Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.
Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.
Students take one two-night journey 1.10.-3.10. and one overnight stay 11.11.-12.11, 2025.
Students have to pay all travel costs.
Course Assessment
To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%
Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.
Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.
Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.
Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu.
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
In this course the aim is that students will gain knowledge about life skills. Life skills is a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context the concepts happiness, participation, well-being, mindfullness and democracy will be discussed. Also students will learn about the main core of life skills and how to use life skills methods in leisure and school work.
The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.
The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.
Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.
The course's tasks will be varied and conducted in teams, pairs as well as individually.
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.
The course will cover the relationship between man and nature and the reflection of their own experiences. Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.
The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.
Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.
The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.
The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel.
Compulsory attendance is in all aspects of the course.
Assessment
To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.
The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.
The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.
The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.
At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.
The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.
Teaching and learning
An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.
The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.
The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.
Methods: Lectures, sign language text examinations andpractical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.
Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfill the 80% attendance.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.
Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic.
Methods: Lectures, sign language text examinations and practical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory.
Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
A survey of the major features of the linguistic structure off Icelandic Sign Language and sign languages in general. The aim is that students understand the basic elements and structure of sign languages in general.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive confirmation that they have completed the course which they can, for example, use in their CV.
The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.
Students do a journal and submit a final report on their experience.
Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course aims to provide students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.
This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.
This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”.
Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.
The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
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The course will cover Icelandic literature from 1900 to the present with a focus on the interaction between literature, history and society.
The role of literature in the construction of national identity in 20th century Iceland will be explored, from the beginning of the century when Icelandic literature became increasingly international to the multicultural and diversified literary culture of the present.
Icelandic literature is interwoven with the literature of other cultures. In the course, Icelandic literature will be put in an international context.
Literature and its interpretation were a key element in the construction of Icelandic nationality in the period. The school system and teaching of literature within that system were an important feature in this identity construction and special attention will be paid to this aspect of literary history.
The main themes of Icelandic literature of the period will be discussed in lectures and in student’s assignments. Among the themes are political literature and class struggle, the country and the city, and increased diversity and visibility of minorities in Icelandic literature and society in the last decades,
Particular attention will be paid to the new trends in Icelandic literary culture, new genres, children’s literature, new and old forms of poetry and the interaction between literature and other art forms.
In student’s assignments, an emphasis will be placed on the student’s ability to communicate their knowledge to different age groups and to connect the pupils’ everyday reality to literature and literary history.
Film, internet resources and other new media will form a part of the class as the period in question is characterized by new technologies which have influenced literature and culture in various ways.
Teaching will be conducted through lectures, group assignment’s and individual assignments.
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.
Students do a journal and submit a final report on their experience.
Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.
Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.
Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.
Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
This course introduces students to scholarly writings and research on children’s musical development and teaches current methods in music education for early childhood. The readings of the course are on the current knowledge about the effects of music from birth and through the first years of life. Students learn practial approaches to organising and leading musical sessions in preschools.
In this course students get acquainted with academic writings about drawing development of children and basic methods and material used in their art education.
Diverse methods of visual arts will be introduced and students will work with two- and three dimensional material. Emphasis is on independent working methods of students.
The course will be mainly tought in three or four on-site sessions for all students.
The main objective of the course is to introuduce students to basic features of creative and critical thnking, in particular how such thinking can be undertaken in a group. The possibilities of using dialogue as a method in teaching and research will be explored. The approach of the course will be based on ideas of philosophy for children, but it will be adapted to work with both children at preschool age.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The emphasis is on that students realise how they can use children's local environment as a source for learning about science and mathematics. The importance of children's outdoor learning and children's motion for their health and development is stressed and how teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of mammals, small animals, plants, water, air, forms, number, and volume in their local environment.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The main emphases in the course are different ideas and perspectives on children's play. Theories on play and influences in early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and relationships. This involves the view that children's learning takes place through their interaction in the social context and ttheir right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role 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 take part in the daily activities of the preschool, as well as working on practice placement assignments.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
This course introduces students to scholarly writings and research on children’s musical development and teaches current methods in music education for early childhood. The readings of the course are on the current knowledge about the effects of music from birth and through the first years of life. Students learn practial approaches to organising and leading musical sessions in preschools.
In this course students get acquainted with academic writings about drawing development of children and basic methods and material used in their art education.
Diverse methods of visual arts will be introduced and students will work with two- and three dimensional material. Emphasis is on independent working methods of students.
The course will be mainly tought in three or four on-site sessions for all students.
The main objective of the course is to introuduce students to basic features of creative and critical thnking, in particular how such thinking can be undertaken in a group. The possibilities of using dialogue as a method in teaching and research will be explored. The approach of the course will be based on ideas of philosophy for children, but it will be adapted to work with both children at preschool age.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The emphasis is on that students realise how they can use children's local environment as a source for learning about science and mathematics. The importance of children's outdoor learning and children's motion for their health and development is stressed and how teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of mammals, small animals, plants, water, air, forms, number, and volume in their local environment.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The main emphases in the course are different ideas and perspectives on children's play. Theories on play and influences in early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and relationships. This involves the view that children's learning takes place through their interaction in the social context and ttheir right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role 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 take part in the daily activities of the preschool, as well as working on practice placement assignments.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
This course introduces students to scholarly writings and research on children’s musical development and teaches current methods in music education for early childhood. The readings of the course are on the current knowledge about the effects of music from birth and through the first years of life. Students learn practial approaches to organising and leading musical sessions in preschools.
In this course students get acquainted with academic writings about drawing development of children and basic methods and material used in their art education.
Diverse methods of visual arts will be introduced and students will work with two- and three dimensional material. Emphasis is on independent working methods of students.
The course will be mainly tought in three or four on-site sessions for all students.
The main objective of the course is to introuduce students to basic features of creative and critical thnking, in particular how such thinking can be undertaken in a group. The possibilities of using dialogue as a method in teaching and research will be explored. The approach of the course will be based on ideas of philosophy for children, but it will be adapted to work with both children at preschool age.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The emphasis is on that students realise how they can use children's local environment as a source for learning about science and mathematics. The importance of children's outdoor learning and children's motion for their health and development is stressed and how teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of mammals, small animals, plants, water, air, forms, number, and volume in their local environment.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The main emphases in the course are different ideas and perspectives on children's play. Theories on play and influences in early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and relationships. This involves the view that children's learning takes place through their interaction in the social context and ttheir right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role 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 take part in the daily activities of the preschool, as well as working on practice placement assignments.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The emphasis in the course is on sustainability and sustainability education involving children’s participation in society and their learning about nature in connection to sustainability education. Children’s ideas about the body will be discussed and how it can be connected to their health and wellbeing, as well as biodiversity and how organisms are connected to each other and nature. The importance and purpose of sustainability education will be stressed as well as how man is responsible for many environmental problems and how we can solve these problems among others in the light of the UN sustainability goals. Different strategies of value in sustainability education will be introduced.
Emphasis will be on nature perception and aesthetics and how to work with nature and sustainability in visual arts with children. How to work with the subject of the course in acting will be discussed, such as in; role-playing games, traditional games and spinning, i.e. processing of perceptions, experiences, feelings and ideas in creativity and play.
Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).
Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.
Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.
Students take one two-night journey 1.10.-3.10. and one overnight stay 11.11.-12.11, 2025.
Students have to pay all travel costs.
Course Assessment
To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%
Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.
Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.
Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.
Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu.
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
In this course the aim is that students will gain knowledge about life skills. Life skills is a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context the concepts happiness, participation, well-being, mindfullness and democracy will be discussed. Also students will learn about the main core of life skills and how to use life skills methods in leisure and school work.
The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.
The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.
Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.
The course's tasks will be varied and conducted in teams, pairs as well as individually.
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.
The course will cover the relationship between man and nature and the reflection of their own experiences. Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.
The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.
Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.
The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.
The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel.
Compulsory attendance is in all aspects of the course.
Assessment
To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.
The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.
The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.
The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.
At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.
The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.
Teaching and learning
An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.
The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.
The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The emphasis in the course is on sustainability and sustainability education involving children’s participation in society and their learning about nature in connection to sustainability education. Children’s ideas about the body will be discussed and how it can be connected to their health and wellbeing, as well as biodiversity and how organisms are connected to each other and nature. The importance and purpose of sustainability education will be stressed as well as how man is responsible for many environmental problems and how we can solve these problems among others in the light of the UN sustainability goals. Different strategies of value in sustainability education will be introduced.
Emphasis will be on nature perception and aesthetics and how to work with nature and sustainability in visual arts with children. How to work with the subject of the course in acting will be discussed, such as in; role-playing games, traditional games and spinning, i.e. processing of perceptions, experiences, feelings and ideas in creativity and play.
Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).
Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.
Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.
Students take one two-night journey 1.10.-3.10. and one overnight stay 11.11.-12.11, 2025.
Students have to pay all travel costs.
Course Assessment
To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%
Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.
Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.
Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.
Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu.
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
In this course the aim is that students will gain knowledge about life skills. Life skills is a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context the concepts happiness, participation, well-being, mindfullness and democracy will be discussed. Also students will learn about the main core of life skills and how to use life skills methods in leisure and school work.
The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.
The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.
Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.
The course's tasks will be varied and conducted in teams, pairs as well as individually.
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.
The course will cover the relationship between man and nature and the reflection of their own experiences. Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.
The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.
Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.
The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.
The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel.
Compulsory attendance is in all aspects of the course.
Assessment
To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.
The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.
The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.
The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.
At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.
The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.
Teaching and learning
An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.
The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.
The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The emphasis in the course is on sustainability and sustainability education involving children’s participation in society and their learning about nature in connection to sustainability education. Children’s ideas about the body will be discussed and how it can be connected to their health and wellbeing, as well as biodiversity and how organisms are connected to each other and nature. The importance and purpose of sustainability education will be stressed as well as how man is responsible for many environmental problems and how we can solve these problems among others in the light of the UN sustainability goals. Different strategies of value in sustainability education will be introduced.
Emphasis will be on nature perception and aesthetics and how to work with nature and sustainability in visual arts with children. How to work with the subject of the course in acting will be discussed, such as in; role-playing games, traditional games and spinning, i.e. processing of perceptions, experiences, feelings and ideas in creativity and play.
Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).
Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.
Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.
Students take one two-night journey 1.10.-3.10. and one overnight stay 11.11.-12.11, 2025.
Students have to pay all travel costs.
Course Assessment
To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%
Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.
Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.
Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.
Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu.
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
In this course the aim is that students will gain knowledge about life skills. Life skills is a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context the concepts happiness, participation, well-being, mindfullness and democracy will be discussed. Also students will learn about the main core of life skills and how to use life skills methods in leisure and school work.
The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.
The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.
Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.
The course's tasks will be varied and conducted in teams, pairs as well as individually.
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.
The course will cover the relationship between man and nature and the reflection of their own experiences. Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.
The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.
Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.
The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.
The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel.
Compulsory attendance is in all aspects of the course.
Assessment
To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.
The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.
The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.
The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.
At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.
The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.
Teaching and learning
An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.
The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.
The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the opportunity to teach and build up teaching facilities in the outdoors. In the end of the course the students should have acquired general understanding and insight into main theories and concepts in outdoor learning, rationalise their decisions and have acquired an open-minded and innovative way of thinking in connection to teaching in the outdoor.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The emphasis in the course is on sustainability and sustainability education involving children’s participation in society and their learning about nature in connection to sustainability education. Children’s ideas about the body will be discussed and how it can be connected to their health and wellbeing, as well as biodiversity and how organisms are connected to each other and nature. The importance and purpose of sustainability education will be stressed as well as how man is responsible for many environmental problems and how we can solve these problems among others in the light of the UN sustainability goals. Different strategies of value in sustainability education will be introduced.
Emphasis will be on nature perception and aesthetics and how to work with nature and sustainability in visual arts with children. How to work with the subject of the course in acting will be discussed, such as in; role-playing games, traditional games and spinning, i.e. processing of perceptions, experiences, feelings and ideas in creativity and play.
Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).
Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.
Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.
Students take one two-night journey 1.10.-3.10. and one overnight stay 11.11.-12.11, 2025.
Students have to pay all travel costs.
Course Assessment
To finish the course students need to:
- Plan, prepare and carrie out an outdoor learning project with peer-students.
- Write a chapter about defined subject in "a student book" on Outdoor Education.
- Reflection and self evaluation about the mutual trips / journeys and the course.
- Go on the mutual trips / journeys and attend classes.
- Distance students have to write summaries from lectures and participate in a class and/or web discussions.
- Reading exames.
5.0 is the minimum grade for each assignment.
Minimum attendanse is 80%
Megin viðfangsefni námskeiðsins eru tómstundir barna á aldrinum 6-12 ára í víðum skilningi. Fjallað er um helstu uppeldisfræðislegu sjónarhornin með þennan aldurshóp í huga, sem og margvíslegar áskoranir sem börn á þessum aldri standa frammi fyrir.
Viðfangsefni námskeiðsins snúa meðal annars að lýðræðislegum starfsháttum í starfi með börnum, viðmiðum um gæði í frístundastarfi og öryggis- og velferðarmálum í æskulýðs- og tómstundastarfi. Þá er einnig fjallað um mikilvægi frjálsa leiksins, fjölmenningu og inngildingu, samskipti og gagnrýna hugsun, listir, barnamenningu og skapandi starf og tómstundastarf með margbreytilegum barnahópum.
Markmiðið með námskeiðinu er að nemendur öðlist skilning og innsæi í helstu kenningar um þroska, nám og félagsfærni 6 – 12 ára barna, þekki til umgjörðar og laga um starfsemi stofnana á vettvangi frístunda- og æskulýðsstarfs og skilji möguleika og hindranir fyrir þátttöku barna í tómstundastarfi. Þá er einnig fjallað um samspils stöðu barna við umhverfi sitt og náttúru, listir og menningu, lýðræðisleg vinnubrögð í frístundastarfi með börnum, í fjölmenningarsamfélagi. Einnig er lögð áhersla á að nemendur fái tækifæri til að ígrunda eigin reynslu og reynsluheim af tómstundum sem börn.
Á námskeiðinu er litið til viðmiða um virðingu og skilning, eins og fram kemur í gátlista Háskóla Íslands um jafnrétti í kennslu.
Aim: To practice green sustainable craft.
General Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how they can design artefacts for daily use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education.
Working Methods: Craft activities and lectures.
The aim is to teach students how local woods can be used as a basis for craft and other school activities.
The course focuses on teaching students about using local woods as a basis for education and utilising wet wood for craft. It, also, shows students how knowledge of woods and woodland and knowledge from various subject areas can be link together, in order to make the woods a basis for educational activities. It, furthermore, deals with the possibilities linking together human beings and nature, within an educational context, in order to meet different needs of students.
Students in Design and Craft having exchange at schools will undertake specific projects in order to prepare them for their teacher training.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
In this course the aim is that students will gain knowledge about life skills. Life skills is a subject that gives students the opportunity to engage in self-reflection, emotional intelligence and self-esteem. Life skills is a platform for working with students as individuals, preparing them for the diversity of life and teaching them self-nurturing. In that context the concepts happiness, participation, well-being, mindfullness and democracy will be discussed. Also students will learn about the main core of life skills and how to use life skills methods in leisure and school work.
The course Leisure Literacy is intended for students in leisure studies and students who want to work with different types of literacy with children and young people and adopt and implement them through play and informal ways of work. The course strengthens the participants' ability to work in creative ways with children and young people, in the field of leisure.
The handbook and it´s homepage Leisure Literacy will be used as the main material of the course and seven different literacy types will be introduced. They are: Social literacy, arts and culture literacy, media literacy, social literacy, nature and environmental literacy, science literacy and health literacy.
Students will be encouraged to use their own experience in their workplace as a tool in the course. Students will keep a work-related journal and will be encouraged to share their knowledge with colleagues.
The course's tasks will be varied and conducted in teams, pairs as well as individually.
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.
The course will cover the relationship between man and nature and the reflection of their own experiences. Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.
The layout will be as follows:
Preparatory day 21 May 2025 17-18.30.
Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.
The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.
The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel.
Compulsory attendance is in all aspects of the course.
Assessment
To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.
The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.
The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.
The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.
At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.
The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.
Teaching and learning
An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.
The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.
The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.
Methods: Lectures, sign language text examinations andpractical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.
Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfill the 80% attendance.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.
Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic.
Methods: Lectures, sign language text examinations and practical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory.
Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
A survey of the major features of the linguistic structure off Icelandic Sign Language and sign languages in general. The aim is that students understand the basic elements and structure of sign languages in general.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.
Methods: Lectures, sign language text examinations andpractical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.
Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfill the 80% attendance.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.
Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic.
Methods: Lectures, sign language text examinations and practical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory.
Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
A survey of the major features of the linguistic structure off Icelandic Sign Language and sign languages in general. The aim is that students understand the basic elements and structure of sign languages in general.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
Aim: To teach students the basic language functions found in Icelandic Sign Language. The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course. Topics will include grammatical non-manual features with signs and classifier predicates and their importance in sign language. Students use video recordings to study the language.
Methods: Lectures, sign language text examinations andpractical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory and is a prerequisite for the final examination.
Assessment: Different assignments, mostly video assignments spread over the semester. Students have to pass all parts of the assesement with minimum grade (5,0) and fulfill the 80% attendance.
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive and comprehension skills will be emphasized throughout the course.
Course subject: A continuation of Proficiency Course I which is a required prerequisite. Students will learn and exercise more complex language functions found in Icelandic Sign Language. Grammatical non-manual features and their importance in sign language will continue to be a topic.
Methods: Lectures, sign language text examinations and practical group- and individual practises during the lessons which students take active part in. 80% attendance in the course is obligatory.
Assessment: Video assignments. Students have to pass all parts of the assessment with minimum grade (5,0) and 80% attendance.
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
In this course the main theme are sign language communities, in particular the community of the Icelandic Sign Language. Deaf culture and the history of Icelandic Sign Language will be discussed as well as language ideology and the status and viability of Icelandic Sign Language. Approaches from Deaf studies, anthropology and sociolinguistics will be applied.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
A survey of the major features of the linguistic structure off Icelandic Sign Language and sign languages in general. The aim is that students understand the basic elements and structure of sign languages in general.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
|
The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive confirmation that they have completed the course which they can, for example, use in their CV.
The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.
Students do a journal and submit a final report on their experience.
Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course aims to provide students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.
This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.
This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”.
Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.
The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
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The course will cover Icelandic literature from 1900 to the present with a focus on the interaction between literature, history and society.
The role of literature in the construction of national identity in 20th century Iceland will be explored, from the beginning of the century when Icelandic literature became increasingly international to the multicultural and diversified literary culture of the present.
Icelandic literature is interwoven with the literature of other cultures. In the course, Icelandic literature will be put in an international context.
Literature and its interpretation were a key element in the construction of Icelandic nationality in the period. The school system and teaching of literature within that system were an important feature in this identity construction and special attention will be paid to this aspect of literary history.
The main themes of Icelandic literature of the period will be discussed in lectures and in student’s assignments. Among the themes are political literature and class struggle, the country and the city, and increased diversity and visibility of minorities in Icelandic literature and society in the last decades,
Particular attention will be paid to the new trends in Icelandic literary culture, new genres, children’s literature, new and old forms of poetry and the interaction between literature and other art forms.
In student’s assignments, an emphasis will be placed on the student’s ability to communicate their knowledge to different age groups and to connect the pupils’ everyday reality to literature and literary history.
Film, internet resources and other new media will form a part of the class as the period in question is characterized by new technologies which have influenced literature and culture in various ways.
Teaching will be conducted through lectures, group assignment’s and individual assignments.
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.
Students do a journal and submit a final report on their experience.
Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.
Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.
Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.
Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive confirmation that they have completed the course which they can, for example, use in their CV.
The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.
Students do a journal and submit a final report on their experience.
Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course aims to provide students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.
This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.
This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”.
Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.
The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
xx
The course will cover Icelandic literature from 1900 to the present with a focus on the interaction between literature, history and society.
The role of literature in the construction of national identity in 20th century Iceland will be explored, from the beginning of the century when Icelandic literature became increasingly international to the multicultural and diversified literary culture of the present.
Icelandic literature is interwoven with the literature of other cultures. In the course, Icelandic literature will be put in an international context.
Literature and its interpretation were a key element in the construction of Icelandic nationality in the period. The school system and teaching of literature within that system were an important feature in this identity construction and special attention will be paid to this aspect of literary history.
The main themes of Icelandic literature of the period will be discussed in lectures and in student’s assignments. Among the themes are political literature and class struggle, the country and the city, and increased diversity and visibility of minorities in Icelandic literature and society in the last decades,
Particular attention will be paid to the new trends in Icelandic literary culture, new genres, children’s literature, new and old forms of poetry and the interaction between literature and other art forms.
In student’s assignments, an emphasis will be placed on the student’s ability to communicate their knowledge to different age groups and to connect the pupils’ everyday reality to literature and literary history.
Film, internet resources and other new media will form a part of the class as the period in question is characterized by new technologies which have influenced literature and culture in various ways.
Teaching will be conducted through lectures, group assignment’s and individual assignments.
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.
Students do a journal and submit a final report on their experience.
Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.
Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.
Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.
Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive confirmation that they have completed the course which they can, for example, use in their CV.
The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.
Students do a journal and submit a final report on their experience.
Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course aims to provide students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.
This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.
This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”.
Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.
The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
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The course will cover Icelandic literature from 1900 to the present with a focus on the interaction between literature, history and society.
The role of literature in the construction of national identity in 20th century Iceland will be explored, from the beginning of the century when Icelandic literature became increasingly international to the multicultural and diversified literary culture of the present.
Icelandic literature is interwoven with the literature of other cultures. In the course, Icelandic literature will be put in an international context.
Literature and its interpretation were a key element in the construction of Icelandic nationality in the period. The school system and teaching of literature within that system were an important feature in this identity construction and special attention will be paid to this aspect of literary history.
The main themes of Icelandic literature of the period will be discussed in lectures and in student’s assignments. Among the themes are political literature and class struggle, the country and the city, and increased diversity and visibility of minorities in Icelandic literature and society in the last decades,
Particular attention will be paid to the new trends in Icelandic literary culture, new genres, children’s literature, new and old forms of poetry and the interaction between literature and other art forms.
In student’s assignments, an emphasis will be placed on the student’s ability to communicate their knowledge to different age groups and to connect the pupils’ everyday reality to literature and literary history.
Film, internet resources and other new media will form a part of the class as the period in question is characterized by new technologies which have influenced literature and culture in various ways.
Teaching will be conducted through lectures, group assignment’s and individual assignments.
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.
Students do a journal and submit a final report on their experience.
Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.
Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.
Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.
Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.
An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.
Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.
Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.
The main objective of the course is to prepare students for reading, writing and communicating academic texts.
The course will cover various types of scholarly material and its representation. Students will familiarize themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.
Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained in using source material in their own writing and distinguish between their own voice and the source.
The main focus of the course will be on the teaching of natural and social sciences and how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within nature and social sciences and integrated with other subject areas. Teaching material, equipment and teaching environment that supports learning and teaching will be explored and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.
In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.
Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.
Students use ICT in their own learning and in connection with the teaching of mathematics.
This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.
This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures.
Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.
A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.
This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.
The course aims for student teachers to acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.
The central objective of this course is to provide students with an insight in the development of language and literacy during the primary school years and introduce them to leading practices in the instruction of reading and writing during primary school.
The main topics include linguistic prerequisites of literacy, problems of second language learning, current theories of the developmental of reading, writing and reading comprehension, reading difficulties and effective ways of promoting literacy skills. Along with theoretical considerations we will examine teaching materials and methods used in Icelandic schools.
At the end of the course, students are supposed to have theoretical and practical knowledge to be able to provide their future students with motivation and support in reading and writing througout their school years.
The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.
The course also treats numeration systems and basic arithmetic.
Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through drama, visual arts, and music. One common theme will be chosen as a pivot point for the three genres of artistic expression.
The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through adolescence.
Content:
The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on the importance of understanding child development when working with children in applied settings.
Procedure:
The course will consist of lectures and recitations. Students' will have a chance to discuss the topics of the course and deepen their understanding of the age group they plan to focus on during their studies and work.
In this course students acquire knowledge about underlying influencing factors that contribute to language and literacy development of children age 0-10. Students learn how children learn language and how language becomes a valuable tool for learning. The relation between language and other skills, e.g. vocabulary and active language use will be discussed and the mutual connections between language and literacy. Students learn about children with developmental language disorder (DLD) and how they can best support them in shool. Another topic for discussion are bi- and multilingual children and how they can effectively be supported in school activities. Students learn about language assesments. This course is a foundation for another course in spring term: The teaching of reading and writing in the first years in primary school.
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The course will cover equality and how gender, racism, disability, queerness, and intersectionality are used to understand and organize school work. Legislation on equality and equality education will also be presented and how they can be used to understand and manage the teaching of younger children and preschool activities. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, materials, and play in preschools, during recess, and school sports from a multifaceted equality perspective. The National Curriculum for Preschool and Primary 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, preschool teachers and teachers should be able to teach children and young people to analyze the circumstances that lead to some discrimination and the privileges of others. |
A good school culture positively affects children's behavior, well-being, and social skills and improves their success. The course will discuss effective methods that promote a good school culture and a stimulating learning environment. The focus is on class management and class climate, children's communication, and how to prevent bullying. The relations between homes and schools, the communication between parents and teachers, and parent's involvement in their children's education will also be discussed.
The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasized:
Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in praxis. Special focus is laid on the role of teachers in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, 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 central questions about the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organize compulsory education.
The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments
The course places a strong emphasis on deepening student teachers' knowledge of reading instruction in the five main components of reading education: phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension, as well as writing. Students will gain an understanding of the teacher's responsibility and role in children's reading education. The course covers the prerequisites for reading education, evidence-based teaching methods related to reading instruction, and reading difficulties. It also addresses how the fundamental elements of reading—phonological awareness, decoding, fluency, vocabulary, comprehension/listening comprehension, and writing—intertwine to promote reader confidence and fluency. Emphasis is placed on the importance of early intervention and teaching students at risk of reading difficulties.
The course discusses how a reading-promoting and creative learning environment, targeted instruction, and appropriate learning materials can enhance reading interest and ability. It will cover the collaboration between homes and schools regarding children's reading education, parental involvement in reading training, and the importance of providing information and support to families. Various assessment tools in reading instruction will be introduced, including formative assessment, preventive assessment (screening), and diagnostic tests, and the necessary links between teaching and assessment will be explained. The teacher's responsibility and role in reading instruction for diverse student groups will be examined, taking into account individual differences and methods aimed at helping students achieve the best possible reading proficiency.
The fieldwork component of the course (4 ECTS) takes place in partner schools of the School of Education and corresponds to two weeks in the field, 6 hours a day
Topics in the course are transitions and continuity between preschool, primary school, and leisure-time centers. From the perspectives of children, teachers, and parents. Continuity in children's learning will be addressed and emphasis placed on teaching diverse approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children. In addition, transition to school programs will be examined.
The course is designed to expose students with two main perspectives on educational research. On the one hand methodology related to data collection and data analysis, on the other hand reading and discussing educational research conducted by others. In all sections of the course an emphasis is placed on knowing and understanding concepts and ideas from educational research; students read about them, discuss and apply them in tasks connected to quantitative, qualitative and mixed research methods. They also discuss and apply concepts related to action research.
The course comprises lectures, discourse, student presentations and field-related assignments.
The aim of the course is to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and developing understanding in mathematics. They learn to plan mathematics teaching in problem based environment using information technology and plan assessment into instruction.
The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.
The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation with digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems desigend for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these acitivities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on web sites set up with templates of their own choice.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Coaching, equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. At the end of the course, students receive confirmation that they have completed the course which they can, for example, use in their CV.
The Collaboration with fellow students usually take three lessons a week. The collaboration may include educational assistance, for example in project work or spending time together at the library or Háma and participation in social events on behalf of student associations. There will be five meetings with teachers in the first half off the semester as well as one working day where students receive support and training. In addition, students can book meetings as needed with the course teachers.
Students do a journal and submit a final report on their experience.
Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.
A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.
The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning.
Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.
The course aims to provide students with substantial knowledge on children´s and young people´s upbringing. Different ideas of child-rearing will be examined and placed in historical and cultural perspective. Special attention will be paid to how these ideas are informed by societal values and norms. The interplay of families and institutions in relation to the raising of children and young people will be discussed. Best practices in the raising of children will be discussed with a special focus on the care of children from birth to 18 years of age. Parental roles will be given special attention as well as various forms of families and their different needs. Challenges related to raising children in a modern world will be discussed as well as the need for advice and support to those who bring up children. In the course students will reflect on their personal experiences in order to deepen their understanding of this field of study.
This course is the first of a pair of courses based on the same essential questions; “What makes life worth living?” and “How can we live a life worth living?”. The purpose of this pair of courses is to give students opportunity to be a part of a learning community and join others on a personal journey.
This foundational course aims at providing students with insights from various fields. Students will go through theoretical material from different disciplines (such as philosophy, psychology, diversity studies), and from different regions (Western, Asian, African). This will be done through students reading, discussions and critical reflection on both the material and on students’ own values and ideas. The teaching will aim at making students able to apply the knowledge, whether to current social reality or to their own personal situation and life, and not be passive receivers of “world wisdom”.
Although the course requires students to read and engage with different theories or views about what makes life good and worthy of living, the pedagogical approach is based on engagement with questions rather than learning theories or becoming versed in certain moral, psychological or religious traditions. The questions are meant to be both outward looking and inward looking. By outward looking, we mean that they engage students and teachers in a discussion of different moral values, various traditions and social structures. By inward looking, we mean that the students and teachers are encouraged to take a personal stance and use the questions to reflect on their own lives.
The semester will be divided between three main themes, each building upon the previous one. We begin by exploring and discussing some major traditions to provide students with an overview of various traditions and their diverse perspectives on the essential questions. Next, we delve into the concept of a worthy life, focusing on some reflective questions and critically examining these different traditions and understand what influences our own values and norms. Lastly, our attention turns towards living a worthy life through self-reflection, encompassing personal, communal, and contemporary aspects, with practical questions in mind.
The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.
Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.
Methods: Numerous workshops based on different teaching methods and various ideas.
This course focuses on recent theory and research regarding family life in modern societies. The primary focus is on discourses of family patterns, diversity within families and families within vulnerable populations. This course also encompasses the topic of family and work life in the modern context.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
The course focuses on the value of good games and activities in leisure activities and in schools. This includes presentations on group games, role playing, games to strengthen a group, riddles, puzzles, quizzes, card games, music games, outdoor games, word games, video games and drama to name a few. Participants work on a variety of games and are encouraged to assess them. The participants work in groups collecting games (portfolio) which can be used in leisure activities and schools.
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The course will cover Icelandic literature from 1900 to the present with a focus on the interaction between literature, history and society.
The role of literature in the construction of national identity in 20th century Iceland will be explored, from the beginning of the century when Icelandic literature became increasingly international to the multicultural and diversified literary culture of the present.
Icelandic literature is interwoven with the literature of other cultures. In the course, Icelandic literature will be put in an international context.
Literature and its interpretation were a key element in the construction of Icelandic nationality in the period. The school system and teaching of literature within that system were an important feature in this identity construction and special attention will be paid to this aspect of literary history.
The main themes of Icelandic literature of the period will be discussed in lectures and in student’s assignments. Among the themes are political literature and class struggle, the country and the city, and increased diversity and visibility of minorities in Icelandic literature and society in the last decades,
Particular attention will be paid to the new trends in Icelandic literary culture, new genres, children’s literature, new and old forms of poetry and the interaction between literature and other art forms.
In student’s assignments, an emphasis will be placed on the student’s ability to communicate their knowledge to different age groups and to connect the pupils’ everyday reality to literature and literary history.
Film, internet resources and other new media will form a part of the class as the period in question is characterized by new technologies which have influenced literature and culture in various ways.
Teaching will be conducted through lectures, group assignment’s and individual assignments.
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
The subjects of the course is social interaction, co-operation and learning assistance for students who may need assistance and / or support in their studies at School of Education.
This course will focus on new emphases and innovations in education with a focus on inclusive education and universal design. Equality, inclusive society and human rights will also be discussed in a broad context. Ways will be introduced to enhance the educational and social participation of students in the university in a variety of ways. Emphasis on collaboration with students regarding the structure of the course.
Students do a journal and submit a final report on their experience.
Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.
Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.
Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.
Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.
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.
Teachers play a vital role in our society. Most of those who complete a degree in teacher education go on to become teachers, but people with a background in this subject can also find careers in other professions, either within the education system or elsewhere.
This programme could open up careers in:
This list is not exhaustive.
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