The MEd in teaching in primary grades is a theoretical and vocational 120 ECTS programme exploring pedagogy with a particular focus on teaching and learning in the younger grades of Icelandic compulsory schools.
Students learn about modern perceptions of children and education, fundamental ideas about childhood education, and how to create a learning environment that prioritises education, participation, empowerment, democratic values and wellbeing.
Emphasis is placed on the development of studies, planning the learning environment, and diverse methods for assessing children’s learning in compulsory school subjects.
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.
The programme is made up of:
The final project must be related to teaching and learning in the primary grades.
Teaching and examinations are in Icelandic.
The programme is generally taught through blended learning, with two face-to-face blocks per semester.
Student placements are a key part of the programme and each student is assigned a school to do their professional training.
Many courses offer real-time distance teaching, though requirements may vary and students are encouraged to check carefully how each course is taught.
The programme aims to provide students with knowledge of teaching and learning in preschools and primary grades.
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.
All students graduate with a licence to teach at three levels of the education system, from preschools to upper secondary schools.
Completing the programme allows a student to apply for doctoral studies.
A bachelor's degree (B.Ed.) in compulsory school teacher education with a first-class grade (7.25) or above.
For the final exam, students must complete 120 ECTS credits.
After completing a programme in teacher education at an Icelandic university, a teacher should have reached a level of competence in Icelandic that corresponds to a minimum of C1 according to the Common European Framework of References for Languages (CEFR), comparing the regulation number 1355/2022.
Further information on supporting documents can be found here
Check below to see how the programme is structured.
This programme does not offer specialisations.
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.
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.
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.
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
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
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 M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects
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.
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
|
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being. Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course. Course arrangement The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content. Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community. The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work. |
The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Students will read different literary text which are well suited to the task of opening up discussions about the fundamental pillars of education as they are defined in the National Curriculum Guide for Compulory Schools (2013). These are: Literacy, Sustainability, Democracy and Human rights, Equality, Health and Wellfare and Creativity.
The reading list will reflect three main themes that are connected with the fundamental pillars. The reading material will also provide students with general competences in literature, language and expression. The three main themes are important for students from all departments within The School of Education. They are:
The keywords of the course are: Literacy, vocabulary and interpretive skills
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
-
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
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.
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.
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.
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
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
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 M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects
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.
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
|
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being. Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course. Course arrangement The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content. Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community. The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work. |
The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Students will read different literary text which are well suited to the task of opening up discussions about the fundamental pillars of education as they are defined in the National Curriculum Guide for Compulory Schools (2013). These are: Literacy, Sustainability, Democracy and Human rights, Equality, Health and Wellfare and Creativity.
The reading list will reflect three main themes that are connected with the fundamental pillars. The reading material will also provide students with general competences in literature, language and expression. The three main themes are important for students from all departments within The School of Education. They are:
The keywords of the course are: Literacy, vocabulary and interpretive skills
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
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.
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.
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.
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
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
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 M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects
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.
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
|
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being. Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course. Course arrangement The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content. Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community. The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work. |
The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Students will read different literary text which are well suited to the task of opening up discussions about the fundamental pillars of education as they are defined in the National Curriculum Guide for Compulory Schools (2013). These are: Literacy, Sustainability, Democracy and Human rights, Equality, Health and Wellfare and Creativity.
The reading list will reflect three main themes that are connected with the fundamental pillars. The reading material will also provide students with general competences in literature, language and expression. The three main themes are important for students from all departments within The School of Education. They are:
The keywords of the course are: Literacy, vocabulary and interpretive skills
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
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.
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.
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.
The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour.
It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.
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
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 M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.
The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.
Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.
Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.
Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.
Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects
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.
In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants.
Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English.
Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate.
See the digital application form.
More information about Sprettur can be found here: www.hi.is/sprettur
Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.
|
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being. Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course. Course arrangement The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content. Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community. The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work. |
The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Students will read different literary text which are well suited to the task of opening up discussions about the fundamental pillars of education as they are defined in the National Curriculum Guide for Compulory Schools (2013). These are: Literacy, Sustainability, Democracy and Human rights, Equality, Health and Wellfare and Creativity.
The reading list will reflect three main themes that are connected with the fundamental pillars. The reading material will also provide students with general competences in literature, language and expression. The three main themes are important for students from all departments within The School of Education. They are:
The keywords of the course are: Literacy, vocabulary and interpretive skills
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.
Topic
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.
Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.
Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.
This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).
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.
What interests you?
Follow the path
If you still have questions, feel free to contact us.
The Service Desk is a point of access for all services. You can drop in at the University Centre or use the WebChat at the bottom right of this page.
Follow the School of Education on Instagram, Youtube
and Facebook
Hi! Could we please enable some additional services for Analytics & Styling? You can always change or withdraw your consent later.