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.
Applicants for a master's programme leading to a teacher certificate who have neither completed an upper-secondary school examination nor undertaken undergraduate studies at the university level in Icelandic must pass a special Icelandic entrance examination at level B2 in accordance with the Common European Framework of Reference for Languages (CEFR).
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 the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the 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, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.
The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.
Content
The course focuses 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, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
The primary 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 of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the 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 competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
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 the 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 field teaching.
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 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
In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports.
Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators.
Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars.
Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English.
Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project.
Students fill out an electronic application form, and the supervising teacher contacts applicants.
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 behaviours and attitudes. It emphasises the value of interdisciplinary collaboration in children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
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
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.
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.
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.
The focus of the course 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 used in studies of 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 support their ability to work creatively within their schools.
Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in 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 of the influence that bi- and multilingualism may have on literacy development. Reading development in multilingual children will be discussed, based on the orthographic systems of their languages; effective instruction in Icelandic as a second language for newly arrived children at various ages; and children with long residence who need effective support for their educational achievement.
New teaching material, Icelandic Academic Vocabulary: Effective instruction with multilingual learners, which received the University of Iceland Innovation and Science award in 2023 in the Society Category, will be presented. The project was funded by the University of Iceland Research Fund, the Icelandic Language Technology Fund, the Icelandic Language Fund, and the Educational Research Fund.
Participants in the course are encouraged to consider high-quality research findings, think critically about each topic based on their own experience, and relate it to their specific field and interests. The purpose of the course is also to encourage students to continually seek new knowledge, grounded in literacy research, to develop their skills in teaching multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be available on the website, and students will participate in discussions during meetings and on the website. Twice during the semester, students will present their projects at Saga.
Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the 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, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.
The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.
Content
The course focuses 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, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
The primary 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 of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the 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 competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
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 the 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 field teaching.
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 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
In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports.
Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators.
Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars.
Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English.
Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project.
Students fill out an electronic application form, and the supervising teacher contacts applicants.
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 behaviours and attitudes. It emphasises the value of interdisciplinary collaboration in children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
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
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.
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.
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.
The focus of the course 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 used in studies of 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 support their ability to work creatively within their schools.
Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in 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 of the influence that bi- and multilingualism may have on literacy development. Reading development in multilingual children will be discussed, based on the orthographic systems of their languages; effective instruction in Icelandic as a second language for newly arrived children at various ages; and children with long residence who need effective support for their educational achievement.
New teaching material, Icelandic Academic Vocabulary: Effective instruction with multilingual learners, which received the University of Iceland Innovation and Science award in 2023 in the Society Category, will be presented. The project was funded by the University of Iceland Research Fund, the Icelandic Language Technology Fund, the Icelandic Language Fund, and the Educational Research Fund.
Participants in the course are encouraged to consider high-quality research findings, think critically about each topic based on their own experience, and relate it to their specific field and interests. The purpose of the course is also to encourage students to continually seek new knowledge, grounded in literacy research, to develop their skills in teaching multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be available on the website, and students will participate in discussions during meetings and on the website. Twice during the semester, students will present their projects at Saga.
Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the 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, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.
The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.
Content
The course focuses 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, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
The primary 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 of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the 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 competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
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 the 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 field teaching.
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 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
In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports.
Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators.
Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars.
Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English.
Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project.
Students fill out an electronic application form, and the supervising teacher contacts applicants.
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 behaviours and attitudes. It emphasises the value of interdisciplinary collaboration in children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
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
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.
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.
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.
The focus of the course 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 used in studies of 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 support their ability to work creatively within their schools.
Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in 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 of the influence that bi- and multilingualism may have on literacy development. Reading development in multilingual children will be discussed, based on the orthographic systems of their languages; effective instruction in Icelandic as a second language for newly arrived children at various ages; and children with long residence who need effective support for their educational achievement.
New teaching material, Icelandic Academic Vocabulary: Effective instruction with multilingual learners, which received the University of Iceland Innovation and Science award in 2023 in the Society Category, will be presented. The project was funded by the University of Iceland Research Fund, the Icelandic Language Technology Fund, the Icelandic Language Fund, and the Educational Research Fund.
Participants in the course are encouraged to consider high-quality research findings, think critically about each topic based on their own experience, and relate it to their specific field and interests. The purpose of the course is also to encourage students to continually seek new knowledge, grounded in literacy research, to develop their skills in teaching multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be available on the website, and students will participate in discussions during meetings and on the website. Twice during the semester, students will present their projects at Saga.
Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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 the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the 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, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.
The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.
Content
The course focuses 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, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
The primary 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 of children and childhood, cooperation between the playschool and the primary school, teachers' pedagogical beliefs, and collaboration between the school and the 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 competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.
Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.
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 the 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 field teaching.
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 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
In this course, students work as mentors for participants at the upper‑secondary and university levels in the project Sprettur. Mentors play an essential role in supporting and encouraging other students in their studies and social life. Their role is to build constructive relationships with participants, act as positive role models, and take part in joint activities organised within Sprettur. Mentorship is based on relationship‑building and regular meetings and involves a commitment to the students the mentor supports.
Sprettur is a support project for students with a foreign background who seek additional support to improve their academic performance and participation in the university community. Students in the course work as mentors and are paired with participants based on shared interests. Mentors also work together in groups and in consultation with teachers and project coordinators.
Students may choose to enrol in the course in the autumn semester, spring semester, or distribute the workload across both semesters (the full academic year). The course structure accommodates this choice, but all academic requirements remain the same. Mentors plan regular meetings with Sprettur participants and typically spend three hours per month with participants, three hours per month in homework groups, and attend a total of five seminars.
Students submit journal entries on Canvas and design and deliver a learning experience for the participants in Sprettur. Journal entries are based on readings and critical reflections on the mentorship role and on personal experience in the project. The course is taught in Icelandic and English.
Upon completing the course and meeting all requirements, students receive 5 ECTS credits and an official certificate of participation and completion of the project.
Students fill out an electronic application form, and the supervising teacher contacts applicants.
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 behaviours and attitudes. It emphasises the value of interdisciplinary collaboration in children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.
Aim:
The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.
Issues:
The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.
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
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.
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.
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.
The focus of the course 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 used in studies of 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 support their ability to work creatively within their schools.
Students conduct a small-scale investigation on young children's mathematical learning. Based on their learning in 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 of the influence that bi- and multilingualism may have on literacy development. Reading development in multilingual children will be discussed, based on the orthographic systems of their languages; effective instruction in Icelandic as a second language for newly arrived children at various ages; and children with long residence who need effective support for their educational achievement.
New teaching material, Icelandic Academic Vocabulary: Effective instruction with multilingual learners, which received the University of Iceland Innovation and Science award in 2023 in the Society Category, will be presented. The project was funded by the University of Iceland Research Fund, the Icelandic Language Technology Fund, the Icelandic Language Fund, and the Educational Research Fund.
Participants in the course are encouraged to consider high-quality research findings, think critically about each topic based on their own experience, and relate it to their specific field and interests. The purpose of the course is also to encourage students to continually seek new knowledge, grounded in literacy research, to develop their skills in teaching multilingual children.
Teaching will take place both at meetings and on the course's website. Presentations will be available on the website, and students will participate in discussions during meetings and on the website. Twice during the semester, students will present their projects at Saga.
Participants familiarise themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyse the knowledge and understanding of the student group and evaluate their learning process. They learn about the difficulties students encounter in mathematics, their impact on learning, and methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students with 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 covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to 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.
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