""
Language skills
required, minimum level of B2
Programme length
2 years.
Study mode
Face-to-face learning Distance learning
Application status
International students:
Students with Icelandic or Nordic citizenship:
Overview

  • Do you want to qualify as a teacher?
  • Would you rather take more courses than write a final thesis?
  • Do you want the opportunity to do a paid student placement?
  • Are you interested in compulsory school teaching?
  • Are you interested in completing a graduate degree?

The MT in teaching Young Children is focused on education in the primary grades of Icelandic compulsory schools. The programme is designed with reference to the Icelandic National Curriculum Guide for Compulsory Schools and the teaching profession in Iceland.

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.

Programme structure

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:

  • Mandatory courses, 55 ECTS
  • Restricted electives, 15 ECTS
  • Free electives, 20 ECTS
  • Electives in a chosen specialisation, 30 ECTS

An MT program involves students being able to take pedagogical courses instead of writing a 30 ECTS thesis.

Specialisations

Students choose between the following specialisations:

  • Literacy and literacy learning
  • Learning and teaching in the transition between pre- and primary school
  • Teaching children of non-Icelandic origin

Organisation of teaching

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.

Main objectives

The programme aims to provide students with knowledge of teaching and learning in preschools and primary grades.

Other

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 may allow a student to apply for a Master's programme.

A Bachelor's degree (B.Ed.) in compulsory school teacher education/the primary level, with first grade (7.25) or above.

For the final exam, students must complete 120 ECTS credits.
After completing a programme in teacher education at an Icelandic university, a teacher should have reached a level of competence in Icelandic that corresponds to a minimum of C1 according to the Common European Framework of References for Languages (CEFR), comparing the regulation number 1355/2022.

The following documents must accompany an application for this programme:
  • CV
  • Statement of purpose
  • Reference 1, Name and email
  • Reference 2, Name and email
  • Certified copies of diplomas and transcripts

Further information on supporting documents can be found here

Programme structure

Check below to see how the programme is structured.

First year | Fall
Working in inclusive practices (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Learning and teaching: Supporting children with special needs (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Research on early childhood education (KME109F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
School practices and research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Education for sustainability – skills in a changing world (FAG201F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Teaching and Learning – becoming a Professional (KME301F)
A mandatory (required) course for the programme
20 ECTS, credits
12 fieldwork credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Spring 1
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
A mandatory (required) course for the programme
15 ECTS, credits
12 fieldwork credits
Course Description

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

Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Whole year courses
Mentor in Sprettur (GKY001M)
Free elective course within the programme
5 ECTS, credits
Course Description

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Language of instruction: Icelandic/English
Face-to-face learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Fall
Play and preschool teachers role (LSS101F)
Restricted elective course, conditions apply
10 ECTS, credits
4 fieldwork credits
Course Description

The main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.

The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Fall
Experiential Learning and Life Skills (TÓS101F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.

From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies. 

Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.

Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.

Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings.  In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.

Work schedule

The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.

Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm

Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.

Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).

Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).

Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.

Attendance is mandatory for the course, which includes the study sessions.

Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.

Direct costs related to field trips and travel will be approximately ISK 16.000.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Fall
Bullying prevention, best practices and interventions (TÓS509M)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Not taught this semester
Year unspecified | Fall
Children's active participation in early education (KME005F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects. 

Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students. 

Language of instruction: Icelandic
Distance learning
Attendance required in class
Year unspecified | Fall
Equality and schooling (FAG101M)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Spring 1
Development of young children's mathematical ideas (KME203F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Year unspecified | Spring 1
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Year unspecified | Spring 1
Creativity in (KME210F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

Language of instruction: Icelandic
Distance learning
Prerequisites
Attendance required in class
Year unspecified | Spring 1
Role of middle managers in schools (STM210F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.

Language of instruction: Icelandic
Distance learning
Prerequisites
First year | Fall
Working in inclusive practices (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Learning and teaching: Supporting children with special needs (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Research on early childhood education (KME109F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
School practices and research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Education for sustainability – skills in a changing world (FAG201F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Teaching and Learning – becoming a Professional (KME301F)
A mandatory (required) course for the programme
20 ECTS, credits
12 fieldwork credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Spring 1
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
A mandatory (required) course for the programme
15 ECTS, credits
12 fieldwork credits
Course Description

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

Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Whole year courses
Mentor in Sprettur (GKY001M)
Free elective course within the programme
5 ECTS, credits
Course Description

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Language of instruction: Icelandic/English
Face-to-face learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Fall
Pedagogy and Multilingualism (MAL103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Fall
Language development (KME104F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Year unspecified | Fall
Language and Reading Disabilities (KME108F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Fall
Multilingualism and literacy (KME116F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Year unspecified | Fall
Equality and schooling (FAG101M)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Spring 1
Language Development and Literacy (KME204F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Spring 1
Literature and the fundamental pillars of education (ÍET002F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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:

  1. Children and Development
  2. Equality
  3. Cultural Heritage and Society

The keywords of the course are: Literacy, vocabulary and interpretive skills

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Spring 1
Reading and teaching to read: emphases and development (KME206F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Spring 1
The joy of language: Successful preschool and primary school work (KME002F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

Language of instruction: Icelandic
Distance learning
The course is taught if the specified conditions are met
Year unspecified | Spring 1
Icelandic and the education of multilingual students (ÍET206F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Online learning
Attendance required in class
Year unspecified | Spring 1
Creativity in (KME210F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

Language of instruction: Icelandic
Distance learning
Prerequisites
Attendance required in class
First year | Fall
Working in inclusive practices (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Learning and teaching: Supporting children with special needs (KME115F, MAL102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Fall
Research on early childhood education (KME109F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Spring 1
Introduction to qualitative research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Introduction to quantitative Research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
School practices and research (MVS212F, MVS213F, KME211F)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

Topic
The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

Work process
Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

Who the course is for?
The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
First year | Spring 1
Education for sustainability – skills in a changing world (FAG201F)
A mandatory (required) course for the programme
5 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Teaching and Learning – becoming a Professional (KME301F)
A mandatory (required) course for the programme
20 ECTS, credits
12 fieldwork credits
Course Description

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

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

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Second year | Spring 1
Learning and teaching - field practice II d Teaching and Learning - field (GKY401F)
A mandatory (required) course for the programme
15 ECTS, credits
12 fieldwork credits
Course Description

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

Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Whole year courses
Mentor in Sprettur (GKY001M)
Free elective course within the programme
5 ECTS, credits
Course Description

In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

See the digital application form. 

More information about Sprettur can be found here: www.hi.is/sprettur  

Language of instruction: Icelandic/English
Face-to-face learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Fall
Teaching Icelandic as a second language (ÍET102F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Fall
Working in inclusive practices (KME115F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Fall
Child protection - Children's rights and interests (KME118F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Attendance required in class
Year unspecified | Fall
Pedagogy and Multilingualism (MAL103F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

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.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Fall
Multilingualism and literacy (KME116F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Year unspecified | Fall
Equality and schooling (FAG101M)
Restricted elective course, conditions apply
5 ECTS, credits
Course Description

The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
The course is taught if the specified conditions are met
Prerequisites
Attendance required in class
Year unspecified | Spring 1
Icelandic and the education of multilingual students (ÍET206F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Online learning
Attendance required in class
Year unspecified | Spring 1
Religions in a multicultural society (KME003M)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

Language of instruction: Icelandic
Distance learning
Prerequisites
Year unspecified | Spring 1
Global Citizenship Education – from policy to practice.  (UME002F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Not taught this semester
Year unspecified | Spring 1
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • LSS101F
    Play and preschool teachers role
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    4 fieldwork credits
    Course Description

    The main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.

    The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS101F
    Experiential Learning and Life Skills
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.

    From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies. 

    Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.

    Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.

    Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings.  In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.

    Work schedule

    The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.

    Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm

    Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.

    Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).

    Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).

    Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.

    Attendance is mandatory for the course, which includes the study sessions.

    Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.

    Direct costs related to field trips and travel will be approximately ISK 16.000.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS509M
    Bullying prevention, best practices and interventions
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

    The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

    The course is based on lectures, discussion and working sessions, field experiences and student presentations.

    Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME005F
    Children's active participation in early education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects. 

    Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students. 

    Distance learning
    Prerequisites
    Attendance required in class
  • FAG101M
    Equality and schooling
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME203F
    Development of young children's mathematical ideas
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Topic:
    The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

    Activities:
    Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

    Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS202F
    Interdisciplinary Collaboration within Leisure- and School Systems
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME210F
    Creativity in
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

    Distance learning
    Prerequisites
    Attendance required in class
  • STM210F
    Role of middle managers in schools
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.

    Distance learning
    Prerequisites
Second year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • LSS101F
    Play and preschool teachers role
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    4 fieldwork credits
    Course Description

    The main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.

    The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS101F
    Experiential Learning and Life Skills
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.

    From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies. 

    Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.

    Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.

    Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings.  In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.

    Work schedule

    The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.

    Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm

    Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.

    Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).

    Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).

    Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.

    Attendance is mandatory for the course, which includes the study sessions.

    Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.

    Direct costs related to field trips and travel will be approximately ISK 16.000.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS509M
    Bullying prevention, best practices and interventions
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

    The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

    The course is based on lectures, discussion and working sessions, field experiences and student presentations.

    Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME005F
    Children's active participation in early education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects. 

    Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students. 

    Distance learning
    Prerequisites
    Attendance required in class
  • FAG101M
    Equality and schooling
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME203F
    Development of young children's mathematical ideas
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Topic:
    The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

    Activities:
    Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

    Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS202F
    Interdisciplinary Collaboration within Leisure- and School Systems
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME210F
    Creativity in
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

    Distance learning
    Prerequisites
    Attendance required in class
  • STM210F
    Role of middle managers in schools
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.

    Distance learning
    Prerequisites
Year unspecified
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • LSS101F
    Play and preschool teachers role
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    4 fieldwork credits
    Course Description

    The main emphases in the course is on different ideas and perspectives on children's play. Theories on play and influences on early childhood education will be explored. Emphasis will be placed on studies of children's communication in play, children's culture and peer relationships. This involves the view that children's learning takes place through their interactions in the social context and their right to influence the learning environment. Documentations of children's learning in play as well as preschool teacher's role and curriculum will be addressed.

    The course has a two week (4Ve) practice placement in a cooperating preschool. During the practice placement, students are expected to take part in the daily activities of the preschool, as well as working on practice placement assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS101F
    Experiential Learning and Life Skills
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.

    From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies. 

    Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.

    Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.

    Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings.  In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.

    Work schedule

    The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.

    Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm

    Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.

    Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).

    Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).

    Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.

    Attendance is mandatory for the course, which includes the study sessions.

    Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.

    Direct costs related to field trips and travel will be approximately ISK 16.000.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS509M
    Bullying prevention, best practices and interventions
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

    The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

    The course is based on lectures, discussion and working sessions, field experiences and student presentations.

    Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME005F
    Children's active participation in early education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses a variety of approaches that promote children's activity in school, preschool, and the youngest level of primary school. Emphasis is placed on the integration of subject areas/subjects that appear in the main curricula of the school levels. Emphasis is on research showing children's learning taking place in a social context where children's activity and participation are foregrounded. Among the topics being discussed are literacy, math, outdoor education, sustainability, information technology, and artistic expression. Students may choose to deepen their knowledge in any of the above aspects. 

    Emphasis is on interactive lectures, inquiry, and reflective studies, seminars, group work, and projects. Various issues will be explored with concrete examples from school practice. Students read chosen research articles on school practice, both provided by teacher educators and chosen by students. 

    Distance learning
    Prerequisites
    Attendance required in class
  • FAG101M
    Equality and schooling
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME203F
    Development of young children's mathematical ideas
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Topic:
    The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

    Activities:
    Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

    Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • TÓS202F
    Interdisciplinary Collaboration within Leisure- and School Systems
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME210F
    Creativity in
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

    Distance learning
    Prerequisites
    Attendance required in class
  • STM210F
    Role of middle managers in schools
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.

    Distance learning
    Prerequisites
First year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • MAL103F
    Pedagogy and Multilingualism hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME104F
    Language development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FAG101M
    Equality and schooling hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME204F
    Language Development and Literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÍET002F
    Literature and the fundamental pillars of education hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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:

    1. Children and Development
    2. Equality
    3. Cultural Heritage and Society

    The keywords of the course are: Literacy, vocabulary and interpretive skills

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME206F
    Reading and teaching to read: emphases and development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME002F
    The joy of language: Successful preschool and primary school work hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
  • KME210F
    Creativity in hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

    Distance learning
    Prerequisites
    Attendance required in class
Second year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • MAL103F
    Pedagogy and Multilingualism hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME104F
    Language development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FAG101M
    Equality and schooling hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME204F
    Language Development and Literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÍET002F
    Literature and the fundamental pillars of education hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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:

    1. Children and Development
    2. Equality
    3. Cultural Heritage and Society

    The keywords of the course are: Literacy, vocabulary and interpretive skills

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME206F
    Reading and teaching to read: emphases and development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME002F
    The joy of language: Successful preschool and primary school work hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
  • KME210F
    Creativity in hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

    Distance learning
    Prerequisites
    Attendance required in class
Year unspecified
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • MAL103F
    Pedagogy and Multilingualism hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME104F
    Language development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FAG101M
    Equality and schooling hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME204F
    Language Development and Literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÍET002F
    Literature and the fundamental pillars of education hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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:

    1. Children and Development
    2. Equality
    3. Cultural Heritage and Society

    The keywords of the course are: Literacy, vocabulary and interpretive skills

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME206F
    Reading and teaching to read: emphases and development hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME002F
    The joy of language: Successful preschool and primary school work hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
  • KME210F
    Creativity in hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

    Distance learning
    Prerequisites
    Attendance required in class
First year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • ÍET102F
    Teaching Icelandic as a second language hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Course description

    This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME118F
    Child protection - Children's rights and interests hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MAL103F
    Pedagogy and Multilingualism hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FAG101M
    Equality and schooling hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
  • KME003M
    Religions in a multicultural society hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.

    The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

    Distance learning
    Prerequisites
  • UME002F
    Global Citizenship Education – from policy to practice.  hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME205F
    The Spectrum of Teaching Methods - Differentiated Instruction hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
Second year
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • ÍET102F
    Teaching Icelandic as a second language hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Course description

    This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME118F
    Child protection - Children's rights and interests hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MAL103F
    Pedagogy and Multilingualism hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FAG101M
    Equality and schooling hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
  • KME003M
    Religions in a multicultural society hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.

    The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

    Distance learning
    Prerequisites
  • UME002F
    Global Citizenship Education – from policy to practice.  hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME205F
    The Spectrum of Teaching Methods - Differentiated Instruction hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
Year unspecified
  • Fall
  • KME115F, MAL102F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F, MAL102F
    Learning and teaching: Supporting children with special needs hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME109F
    Research on early childhood education hide
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • MVS212F, MVS213F, KME211F
    Introduction to qualitative research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    Introduction to quantitative Research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS212F, MVS213F, KME211F
    School practices and research hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    Topic
    The course focuses on research on the topics of learning, teaching, and other aspects of educational practices at schools. Students will learn about different research methods, and research’s value for educational practices at schools will be explored, as well as how research can support the development of teaching and learning in schools. Students will also learn about standardised tests commonly used in Icelandic preschools and compulsory schools, along with international comparative research such as PISA and TALIS. The course’s emphasis is practice and ensuring the use of practices for teachers in their day-to-day work.

    Work process
    Lectures, seminars, and discussion sessions will be held. Students will participate in observations and practice interpreting the results of research that may be useful in supporting them as teachers.

    Who the course is for?
    The course is for students in preschool and compulsory school teachers' education who have chosen MT study paths.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • FAG201F
    Education for sustainability – skills in a changing world hide
    Mandatory (required) course
    5
    A mandatory (required) course for the programme
    5 ECTS, credits
    Course Description

    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.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • KME301F
    Teaching and Learning – becoming a Professional hide
    Mandatory (required) course
    20
    A mandatory (required) course for the programme
    20 ECTS, credits
    12 fieldwork credits
    Course Description

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

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

    Face-to-face learning
    Distance learning
    Prerequisites
  • Spring 2
  • GKY401F
    Learning and teaching - field practice II d Teaching and Learning - field hide
    Mandatory (required) course
    15
    A mandatory (required) course for the programme
    15 ECTS, credits
    12 fieldwork credits
    Course Description

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

    Students are in the field the whole semester in both courses (KME301F Teaching and Learning – becoming a Professional and GKY401F Learning and Teaching - field practice II d Teaching and Learning - field) and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work, and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Whole year courses
  • GKY001M
    Mentor in Sprettur hide
    Elective course
    5
    Free elective course within the programme
    5 ECTS, credits
    Course Description

    In the course, the student's task consists in being a mentor for participants that are upper secondary school students and university students in the project "Sprettur". Mentors' main role is to support and encourage participants in their studies and social life. As well as creating a constructive relationship with the participants, being a positive role model, and participating in events organized in Sprettur. The mentor role centers around building relationships and spending meaningful time together with the commitment to support participants. 

    Sprettur is a project that supports students with an immigrant or refugee background who come from families with little or no university education. The students in this course are mentors of the participants and are paired together based on a common field of interest. Each mentor is responsible for supporting two participants. Mentors plan activities with participants and spend three hours a month (from August to May) with Sprettur’s participants, three hours a month in a study group and attend five seminars that are spread over the school year. Students submit journal entries on Canvas in November and March. Diary entries are based on reading material and students' reflections on the mentorship. Compulsory attendance in events, study groups, and seminars. The course is taught in Icelandic and English. 

    Students must apply for a seat in the course. Applicants go through an interview process and 15-30 students are selected to participate. 

    See the digital application form. 

    More information about Sprettur can be found here: www.hi.is/sprettur  

    Face-to-face learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Fall
  • ÍET102F
    Teaching Icelandic as a second language hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Course description

    This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME115F
    Working in inclusive practices hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME118F
    Child protection - Children's rights and interests hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MAL103F
    Pedagogy and Multilingualism hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    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.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME116F
    Multilingualism and literacy hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FAG101M
    Equality and schooling hide
    Restricted elective course
    5
    Restricted elective course, conditions apply
    5 ECTS, credits
    Course Description

    The course will cover equality and equality studies, and how these concepts can be used to understand and organize school activities. Additionally, legislation on equality in education will be introduced, and the relationship between equality in a broad context and factors such as gender, gender identity, queerness, disability, social status, and origin will be discussed. Special emphasis is placed on enabling students in the course to analyze learning environments, methods, and materials from a multifaceted equality perspective.

    The National Curriculum for primary and secondary schools forms the basis of the course, and the fundamental viewpoint will be that education about equality involves a critical examination of prevailing ideas in society. Furthermore, teachers should be able to teach children and young people to analyze the circumstances that lead to the discrimination of some and the privileges of others.

    The focus of the course relates to teaching in middle and upper levels of the primary school or upper secondary schools.

    Face-to-face learning
    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
    Attendance required in class
  • Spring 2
  • ÍET206F
    Icelandic and the education of multilingual students hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
  • KME003M
    Religions in a multicultural society hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.

    The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

    Distance learning
    Prerequisites
  • UME002F
    Global Citizenship Education – from policy to practice.  hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

    Distance learning
    Prerequisites
    Attendance required in class
  • Not taught this semester
    KME205F
    The Spectrum of Teaching Methods - Differentiated Instruction hide
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum and authentic learning).

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
Additional information

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:

  • Teaching in compulsory schools
  • Teaching in preschools
  • Specialist positions within the education system

This list is not exhaustive.

  • The student organisation for student teachers at the University of Iceland is called Kennó
  • Kennó organises events such as socials for new students, annual galas and workplace tours
  • Get an insight into the lives of student teachers and qualified teachers through the Come and Teach project and the Icelandic Education Award

More about the UI student's social life

Students' comments
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Inspired by my children, I pursued teaching to shape young lives. The programme allows reflection on my own schooling and determining my teaching focus. The master's programme deepened my understanding of teaching immigrant children and meeting diverse student needs.
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Aurora Cooperation

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Aurora Cooperation

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School of Education
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