This is a theoretical and vocational Master's programme for students aiming to become teachers who have not completed a BEd degree in general teacher education.
The programme focuses on education and child development, curriculum design, organisation of the learning environment and diverse teaching and assessment methods.
Student placements in compulsory schools make up a significant part of the programme.
The programme is 120 ECTS and is organised as two years of full-time study. It can also be completed by studying part time for three or four years.
Teaching and examinations are in Icelandic.
Many courses offer real-time distance teaching, though requirements may vary and students are encouraged to check carefully how each course is taught.
After completing the programme, students will be equipped to work independently within the education system in a variety of positions involving the education of primary age children.
All students graduate with a licence to teach at three levels of the education system, from preschools to upper secondary schools.
Completing the programme may allow a student to apply for an M.Ed. programme.
Bachelor's degree (BA/BS) in a discipline or subject related to primary school teaching for younger children, according to the Icelandic curriculum guide for compulsory schools, with a first grade (7.25) or higher.
According to regulation no. 1355/2022, a teacher with a primary school specialisation must complete a minimum of 90 standard study units in the study areas of the main primary school curriculum and 60 standard study units related to the general competence of the teacher when graduating from a teacher training program from an Icelandic university.
For the final exam, students must complete 120 ECTS credits.
After completing a program in teacher education at an Icelandic university, a teacher should have reached a level of competence in Icelandic that corresponds to a minimum of C1 according to the Common European Framework of References for Languages (CEFR).
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.
Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.
Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators 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.
The working process of the course consists of lectures, 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 aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
The main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.
The course is intended for students on the study line Teaching Studies for Primary Grades, MT/M.Ed. The course is integrated with field studies in the course GKY401F Learning and teaching - field practice II where the emphasis is on students using what they learn in the course in the field as well as evaluating their own teaching and their student's learning. Among the things discussed in the course and students will deal with is:
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.
Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.
Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators 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.
The working process of the course consists of lectures, 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 aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
The main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.
The course is intended for students on the study line Teaching Studies for Primary Grades, MT/M.Ed. The course is integrated with field studies in the course GKY401F Learning and teaching - field practice II where the emphasis is on students using what they learn in the course in the field as well as evaluating their own teaching and their student's learning. Among the things discussed in the course and students will deal with is:
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.
This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.
Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory
Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.
Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.
Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators 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.
The working process of the course consists of lectures, 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 aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
This course focuses on providing the student teachers with competences for becoming professionals in their field, with focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
The main task of this course is fieldwork at the primary level of compulsory school. The emphasis is on actual teaching practice and giving the students opportunities to discuss, evaluate, reflect, and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.
Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.
The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.
The course is intended for students on the study line Teaching Studies for Primary Grades, MT/M.Ed. The course is integrated with field studies in the course GKY401F Learning and teaching - field practice II where the emphasis is on students using what they learn in the course in the field as well as evaluating their own teaching and their student's learning. Among the things discussed in the course and students will deal with is:
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.
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. Teacher education is internationally recognised and opens up a wide range of career opportunities.
An education in this area can open up opportunities in:
This list is not exhaustive.
Kennó is the organisation for student teachers at the University of Iceland. Kennó organises events such as socials for new students, annual galas and workplace tours. Kennó has also organised the Come and Teach project, which is aimed at publicising teaching degrees.
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