

- Would you like to teach in Icelandic upper secondary schools?
- Do you want a diverse education that is both theoretical and practical?
- Do you enjoy being with young people and contributing to their education and development?
- Are you already teaching but want to strengthen and specialise in a specific subject or topic?
- Do you enjoy being with young people and contributing to their education and development?
This is a 120 ECTS Master’s programme, including a 30 ECTS final project. Students can complete the programme in two years of full-time study or up to four years of part-time study.
There are four core pedagogy courses, a total of 40 ECTS, which must all be completed in the same academic year through face-to-face learning as well as vocational training placements.
Completing this programme qualifies you to apply for a teaching licence in accordance with Act no. 85/2019.
Completing the programme may allow you to apply for doctoral studies.
Main focuses
- Pedagogy and student placements
- Methods and theories
- Courses in chosen specialisation
- Master's project
Specialisations
There are six general specialisations and one specialisation intended for certified upper secondary school teachers.
Students choose to specialise in a certain area of education, across different subjects and levels of the education system. You can select 30 ECTS within your chosen specialisation from a list of options, designed to form a coherent whole and prepare you for the final project. Some specialisations include one mandatory or restricted elective course.
- Fundamental factors and values: Sustainability – equality – life skills
- Gender and equality
- Inclusive education in a multicultural society
- Curriculum development, assessment and learning materials design
- School development and evaluation of schools
- IT in education
For upper secondary school teachers
- Special programme for certified upper secondary school teachers
Applicants wishing to enrol in this specialisation must prepare a reasoned study plan explaining the courses they would like to take. The study plan must also include courses in methodology and theories related to the proposed Master’s research project. The study plan will be reviewed by an evaluation committee.
You could take courses in your subject, subject-specific pedagogy courses, courses from other specialisations or other courses that fit with your other choices to form a coherent whole.
Objectives
Students will improve their knowledge and skills in teaching and pedagogy, leaving them better equipped to work as teachers.
Other
Upon graduation from teacher education at an Icelandic university, a teacher must possess proficiency in Icelandic equivalent to at least C1 in the Common European Framework of Reference for Languages, CEFR.
A bachelor ’s degree in an upper secondary school subject, in general with a grade point average of at least 7.25 (first class).
For the M.Ed. degree, 120 ECTS must be completed, of which 30 ECTS are a Master's thesis.
- 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
The programme is interdisciplinary, but is managed on:
Programme structure
Check below to see how the programme is structured.
- Basic elements and values: Sustainability – equality – life skills
- Curriculum development, evaluation and materials design
- Gender and equality
- Information technology in schools and education
- Learning and teaching in inclusive schools in a multicultural society
- School development and evaluation of school practices
- First year
- Fall
- The Teaching of Art and Design and teaching practice 1
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Pedagogy for Social Studies and practical training 1
- Foreign language teaching and practical training 1
- The Teaching of the Icelandic Language and teaching practice 1
- Introduction to Teaching
- Spring 1
- The teaching of art and design and teaching practice 2
- The teaching of natural sciences and mathematics and practical training 2
- Pedagogy for social studies and practical training 2
- Foreign language teaching and practical training 2
- The teaching of the Icelandic language and teaching practice 2
- Curriculum and School Development in Secondary Schools
The Teaching of Art and Design and teaching practice 1 (LVG104F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Foreign language teaching and practical training 1 (ÍET105F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of the Icelandic Language and teaching practice 1 (ÍET104F)
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of art and design and teaching practice 2 (LVG203F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Foreign language teaching and practical training 2 (ÍET211F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of the Icelandic language and teaching practice 2 (ÍET210F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Fall
- Life Skills - The Self
- Sustainability education and leadership
- Diversity and social justice
- Theories in Sociology and Philosophy of Education
- Spring 1
- Sustainability education and learning
- Sustainable Futures
- Gender and education
- Education for sustainability – skills in a changing world
- Not taught this semesterCritical thinking and philosophical dialogue
- Risk behavior and resilience among adolescents
- Literature and the fundamental pillars of education
- Global Citizenship Education – from policy to practice.
- Theories in Gender Studies
- Gender and education
- Education and education policies in a local and global context
- Learning theories: Application and research
- Action research
- Introduction to quantitative Research
- Introduction to qualitative research
- Year unspecified
- Equality and schooling
Life Skills - The Self (SFG104F)
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Sustainability education and leadership (SFG003F)
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Theories in Sociology and Philosophy of Education (MVS101F)
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Sustainability education and learning (SFG207F)
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Sustainable Futures (UAU207M)
The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future. The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities. At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.
Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Education for sustainability – skills in a changing world (FAG201F)
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.
Critical thinking and philosophical dialogue (UME204F)
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.
Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Literature and the fundamental pillars of education (ÍET002F)
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:
- Children and Development
- Equality
- Cultural Heritage and Society
The keywords of the course are: Literacy, vocabulary and interpretive skills
Global Citizenship Education – from policy to practice. (UME002F)
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.
Theories in Gender Studies (KYN211F)
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Learning theories: Application and research (MVS009F)
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Action research (MVS011F)
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Introduction to quantitative Research (MVS213F)
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.
Introduction to qualitative research (MVS212F)
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
Equality and schooling (FAG101M)
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. |
- First year
- Fall
- The Teaching of Art and Design and teaching practice 1
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Pedagogy for Social Studies and practical training 1
- Foreign language teaching and practical training 1
- The Teaching of the Icelandic Language and teaching practice 1
- Introduction to Teaching
- Spring 1
- The teaching of art and design and teaching practice 2
- The teaching of natural sciences and mathematics and practical training 2
- Pedagogy for social studies and practical training 2
- Foreign language teaching and practical training 2
- The teaching of the Icelandic language and teaching practice 2
- Curriculum and School Development in Secondary Schools
The Teaching of Art and Design and teaching practice 1 (LVG104F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Foreign language teaching and practical training 1 (ÍET105F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of the Icelandic Language and teaching practice 1 (ÍET104F)
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of art and design and teaching practice 2 (LVG203F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Foreign language teaching and practical training 2 (ÍET211F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of the Icelandic language and teaching practice 2 (ÍET210F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Fall
- Artificial Literacy: Artificial Intelligence in Schooling
- Sustainability education and leadership
- Diversity and social justice
- Theories in Sociology and Philosophy of Education
- Spring 1
- Education and education policies in a local and global context
- Educational technology and innovation
- ): Instructional Design, Digital Media and Emancipatory Pedagogy
- Education for sustainability – skills in a changing world
- Sustainability education and learning
- Assessment and Curriculum in Compulsory Schools
- Theories in Gender Studies
- Gender and education
- Education and education policies in a local and global context
- Learning theories: Application and research
- Action research
- Introduction to quantitative Research
- Introduction to qualitative research
Artificial Literacy: Artificial Intelligence in Schooling (SNU505M)
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Sustainability education and leadership (SFG003F)
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Theories in Sociology and Philosophy of Education (MVS101F)
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Educational technology and innovation (SNU207F)
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
): Instructional Design, Digital Media and Emancipatory Pedagogy (SNU206F)
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Education for sustainability – skills in a changing world (FAG201F)
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.
Sustainability education and learning (SFG207F)
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Assessment and Curriculum in Compulsory Schools (KME006F)
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Theories in Gender Studies (KYN211F)
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Learning theories: Application and research (MVS009F)
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Action research (MVS011F)
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Introduction to quantitative Research (MVS213F)
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.
Introduction to qualitative research (MVS212F)
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
- First year
- Fall
- The Teaching of Art and Design and teaching practice 1
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Pedagogy for Social Studies and practical training 1
- Foreign language teaching and practical training 1
- The Teaching of the Icelandic Language and teaching practice 1
- Introduction to Teaching
- Spring 1
- The teaching of art and design and teaching practice 2
- The teaching of natural sciences and mathematics and practical training 2
- Pedagogy for social studies and practical training 2
- Foreign language teaching and practical training 2
- The teaching of the Icelandic language and teaching practice 2
- Curriculum and School Development in Secondary Schools
The Teaching of Art and Design and teaching practice 1 (LVG104F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Foreign language teaching and practical training 1 (ÍET105F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of the Icelandic Language and teaching practice 1 (ÍET104F)
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of art and design and teaching practice 2 (LVG203F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Foreign language teaching and practical training 2 (ÍET211F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of the Icelandic language and teaching practice 2 (ÍET210F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Fall
- The competent parent? Discourses on parenting
- General Gender Studies
- Diversity and social justice
- Theories in Sociology and Philosophy of Education
- Spring 1
- Gender Studies for Practical Purposes
- Not taught this semesterEquity in education and equality for all
- Theories in Gender Studies
- Gender and education
- Queer pedagogy
- Theories in Gender Studies
- Gender and education
- Education and education policies in a local and global context
- Learning theories: Application and research
- Action research
- Introduction to quantitative Research
- Introduction to qualitative research
- Year unspecified
- Gender based violence: From understanding to action
- Equality and schooling
The competent parent? Discourses on parenting (FFU102M)
In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
General Gender Studies (KYN101F)
The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.
Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Theories in Sociology and Philosophy of Education (MVS101F)
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Gender Studies for Practical Purposes (KYN202F)
The course provides practical preparation for jobs in management, public administration, training, education, media, and other specialized fields. The objective of the course is to introduce students to the basic concepts of practical work for gender equality and provide them with practical training in the field. The course covers the history and meaning of the concept of gender equality, with a special emphasis on gender mainstreaming and gender budgeting. It addresses the representation of gender and the importance of gender responsiveness in social discourse and policy. It also introduces ideas on diversity mainstreaming and intersectionality. Modern societies make ever increasing demands for knowledge on gender equality. Iceland is party to numerous international agreements on gender equality, and the Act on Equal Status and Equal Rights of Women and Men calls for gender mainstreaming in policymaking and public decision making at all levels. That kind of mainstreaming requires knowledge of gender equality, and the Act calls for education in that field at all levels of education.
Equity in education and equality for all (SFG203M)
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Theories in Gender Studies (KYN211F)
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Queer pedagogy (SFG004M)
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Theories in Gender Studies (KYN211F)
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Learning theories: Application and research (MVS009F)
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Action research (MVS011F)
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Introduction to quantitative Research (MVS213F)
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.
Introduction to qualitative research (MVS212F)
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
Gender based violence: From understanding to action (TÓS401M)
The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.
The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.
Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.
Equality and schooling (FAG101M)
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. |
- First year
- Fall
- The Teaching of Art and Design and teaching practice 1
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Pedagogy for Social Studies and practical training 1
- Foreign language teaching and practical training 1
- The Teaching of the Icelandic Language and teaching practice 1
- Introduction to Teaching
- Spring 1
- The teaching of art and design and teaching practice 2
- The teaching of natural sciences and mathematics and practical training 2
- Pedagogy for social studies and practical training 2
- Foreign language teaching and practical training 2
- The teaching of the Icelandic language and teaching practice 2
- Curriculum and School Development in Secondary Schools
The Teaching of Art and Design and teaching practice 1 (LVG104F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Foreign language teaching and practical training 1 (ÍET105F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of the Icelandic Language and teaching practice 1 (ÍET104F)
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of art and design and teaching practice 2 (LVG203F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Foreign language teaching and practical training 2 (ÍET211F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of the Icelandic language and teaching practice 2 (ÍET210F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Fall
- Artificial Literacy: Artificial Intelligence in Schooling
- Information & Communication Technology (ICT) in Education and School Development
- Diversity and social justice
- Theories in Sociology and Philosophy of Education
- Spring 1
- ): Instructional Design, Digital Media and Emancipatory Pedagogy
- Educational technology and innovation
- Not taught this semesterComputer assisted language learning
- Distance Education
- Theories in Gender Studies
- Gender and education
- Education and education policies in a local and global context
- Learning theories: Application and research
- Action research
- Introduction to quantitative Research
- Introduction to qualitative research
Artificial Literacy: Artificial Intelligence in Schooling (SNU505M)
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Theories in Sociology and Philosophy of Education (MVS101F)
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
): Instructional Design, Digital Media and Emancipatory Pedagogy (SNU206F)
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Educational technology and innovation (SNU207F)
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Computer assisted language learning (ÍET201M)
The main goal of this course is:
- for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
- that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
- that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.
Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possibe to use them in training different language components.
Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization of
Distance Education (SNU008F)
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Theories in Gender Studies (KYN211F)
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Learning theories: Application and research (MVS009F)
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Action research (MVS011F)
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Introduction to quantitative Research (MVS213F)
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.
Introduction to qualitative research (MVS212F)
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
- First year
- Fall
- The Teaching of Art and Design and teaching practice 1
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Pedagogy for Social Studies and practical training 1
- Foreign language teaching and practical training 1
- The Teaching of the Icelandic Language and teaching practice 1
- Introduction to Teaching
- Spring 1
- The teaching of art and design and teaching practice 2
- The teaching of natural sciences and mathematics and practical training 2
- Pedagogy for social studies and practical training 2
- Foreign language teaching and practical training 2
- The teaching of the Icelandic language and teaching practice 2
- Curriculum and School Development in Secondary Schools
The Teaching of Art and Design and teaching practice 1 (LVG104F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Foreign language teaching and practical training 1 (ÍET105F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of the Icelandic Language and teaching practice 1 (ÍET104F)
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of art and design and teaching practice 2 (LVG203F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Foreign language teaching and practical training 2 (ÍET211F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of the Icelandic language and teaching practice 2 (ÍET210F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Fall
- Teaching Icelandic as a second language
- Multilingualism and literacy
- Working in inclusive practices
- Leadership in inclusive schools in multicultural society
- Diversity and social justice
- Diversity and social justice
- Theories in Sociology and Philosophy of Education
- Spring 1
- Icelandic and the education of multilingual students
- Not taught this semesterThe Spectrum of Teaching Methods - Differentiated Instruction
- Theories in Gender Studies
- Gender and education
- Education and education policies in a local and global context
- Learning theories: Application and research
- Action research
- Introduction to quantitative Research
- Introduction to qualitative research
- Year unspecified
- Inclusive education in a multicultural society: Theory and research
Teaching Icelandic as a second language (ÍET102F)
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.
Multilingualism and literacy (KME116F)
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.
Working in inclusive practices (KME115F)
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.
Leadership in inclusive schools in multicultural society (STM015F)
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Theories in Sociology and Philosophy of Education (MVS101F)
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Icelandic and the education of multilingual students (ÍET206F)
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.
The Spectrum of Teaching Methods - Differentiated Instruction (KME205F)
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).
Theories in Gender Studies (KYN211F)
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Learning theories: Application and research (MVS009F)
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Action research (MVS011F)
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Introduction to quantitative Research (MVS213F)
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.
Introduction to qualitative research (MVS212F)
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
Inclusive education in a multicultural society: Theory and research (MAL104F)
Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
- First year
- Fall
- The Teaching of Art and Design and teaching practice 1
- The Teaching of Natural Sciences and Mathematics and practical training 1
- Pedagogy for Social Studies and practical training 1
- Foreign language teaching and practical training 1
- The Teaching of the Icelandic Language and teaching practice 1
- Introduction to Teaching
- Spring 1
- The teaching of art and design and teaching practice 2
- The teaching of natural sciences and mathematics and practical training 2
- Pedagogy for social studies and practical training 2
- Foreign language teaching and practical training 2
- The teaching of the Icelandic language and teaching practice 2
- Curriculum and School Development in Secondary Schools
The Teaching of Art and Design and teaching practice 1 (LVG104F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of Natural Sciences and Mathematics and practical training 1 (SNU103F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Pedagogy for Social Studies and practical training 1 (SFG105F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Foreign language teaching and practical training 1 (ÍET105F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
The Teaching of the Icelandic Language and teaching practice 1 (ÍET104F)
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Introduction to Teaching (KEN104F)
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
The teaching of art and design and teaching practice 2 (LVG203F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of natural sciences and mathematics and practical training 2 (SNU205F)
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Pedagogy for social studies and practical training 2 (SFG206F)
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Foreign language teaching and practical training 2 (ÍET211F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
The teaching of the Icelandic language and teaching practice 2 (ÍET210F)
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Curriculum and School Development in Secondary Schools (KEN213F)
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
- Second year
- Fall
- Spring 1
- Year unspecified
- Fall
- Not taught this semesterProgram evaluation in educational settings and health services
- Development in educational institutions
- Information & Communication Technology (ICT) in Education and School Development
- Leadership in inclusive schools in multicultural society
- Diversity and social justice
- Theories in Sociology and Philosophy of Education
- Spring 1
- Educational technology and innovation
- Field evaluation
- Education and education policies in a local and global context
- Theories in Gender Studies
- Gender and education
- Education and education policies in a local and global context
- Learning theories: Application and research
- Action research
- Introduction to quantitative Research
- Introduction to qualitative research
Program evaluation in educational settings and health services (STM106F)
The main objectives of evaluation will be discussed, various approaches self- evaluation will be introduced, as well as evaluation standards. Data collection, data analysis and presentation of data will be discussed. Emphasis will be on the relevance of evaluation for developmental purposes in educational settings. Ethical issues pertinent to evaluation will be discussed. Research on program evaluation will be explored.
Emphasis will be on practical assignments concerning students' interests. The course is organised in on-campus sessions and discussions on Zoom. Participants discuss selected topics and literature, work on assignments and organise self-evaluation projects within the field of their own choice. Classes are online (using Zoom), obligatory to attend 2-3 on-campus sessions (decided in consultations with students).
Development in educational institutions (STM110F)
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.
Information & Communication Technology (ICT) in Education and School Development (SNU007F)
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.
Leadership in inclusive schools in multicultural society (STM015F)
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Diversity and social justice (UME103F)
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Theories in Sociology and Philosophy of Education (MVS101F)
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Educational technology and innovation (SNU207F)
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Field evaluation (STM201F)
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Theories in Gender Studies (KYN211F)
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Gender and education (UME004M)
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Education and education policies in a local and global context (STM207F)
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.
Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.
Learning theories: Application and research (MVS009F)
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.
Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Action research (MVS011F)
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Introduction to quantitative Research (MVS213F)
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.
Introduction to qualitative research (MVS212F)
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
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to TeachingMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SFG104FLife Skills - The SelfRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - SFG003FSustainability education and leadershipRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justiceRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of EducationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SFG207FSustainability education and learningRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Distance learningPrerequisitesAttendance required in class - UAU207MSustainable FuturesRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future. The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities. At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.
Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.
Face-to-face learningPrerequisitesAttendance required in class - UME004MGender and educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - FAG201FEducation for sustainability – skills in a changing worldRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - Not taught this semesterUME204FCritical thinking and philosophical dialogueRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescentsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍET002FLiterature and the fundamental pillars of educationRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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:
- Children and Development
- Equality
- Cultural Heritage and Society
The keywords of the course are: Literacy, vocabulary and interpretive skills
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice.Restricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - KYN211FTheories in Gender StudiesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global contextRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- FAG101MEquality and schoolingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse 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 learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to TeachingMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SFG104FLife Skills - The SelfRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - SFG003FSustainability education and leadershipRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justiceRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of EducationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SFG207FSustainability education and learningRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Distance learningPrerequisitesAttendance required in class - UAU207MSustainable FuturesRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future. The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities. At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.
Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.
Face-to-face learningPrerequisitesAttendance required in class - UME004MGender and educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - FAG201FEducation for sustainability – skills in a changing worldRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - Not taught this semesterUME204FCritical thinking and philosophical dialogueRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescentsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍET002FLiterature and the fundamental pillars of educationRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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:
- Children and Development
- Equality
- Cultural Heritage and Society
The keywords of the course are: Literacy, vocabulary and interpretive skills
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice.Restricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - KYN211FTheories in Gender StudiesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global contextRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- FAG101MEquality and schoolingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse 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 learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to TeachingMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2Restricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SFG104FLife Skills - The SelfRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - SFG003FSustainability education and leadershipRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justiceRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of EducationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SFG207FSustainability education and learningRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Distance learningPrerequisitesAttendance required in class - UAU207MSustainable FuturesRestricted elective course6Restricted elective course, conditions apply6 ECTS, creditsCourse Description
The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future. The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities. At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.
Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.
Face-to-face learningPrerequisitesAttendance required in class - UME004MGender and educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - FAG201FEducation for sustainability – skills in a changing worldRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - Not taught this semesterUME204FCritical thinking and philosophical dialogueRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The main objectives of the course is to provide students with basic knowledge of logic and other foundations of critical thinking. Also to provide them with understanding of the purpose of practicing philosophical discussions with childern and adults. Students will also gain understanding of the ideas of a community of inquiry developed by Matthew Lipman and its origin among the American pragmatists Charles S. Peirce, William James and John Dewey. Students will also get practice in directing philosophical discussions with a group of people using the tehniques that has been developed in philosophy for children.Subject
In the course philosophical discussion as a teaching method will be explored drawing on the ideas of Matthew Lipman and other scholars in the field of philosophy for children. Special attention will be paid to the connection between the national curriculum of Iceland and the main objectives of philosophical discussons such as independend and critical thinking, creativity, toleerance, self-knowledge and preparation for life in a democratic society. Close attention will be paid to these concepts as they are dealt with in philosophy for children.Prerequisites - UME206FRisk behavior and resilience among adolescentsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍET002FLiterature and the fundamental pillars of educationRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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:
- Children and Development
- Equality
- Cultural Heritage and Society
The keywords of the course are: Literacy, vocabulary and interpretive skills
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME002FGlobal Citizenship Education – from policy to practice.Restricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - KYN211FTheories in Gender StudiesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and educationRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global contextRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction researchRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative ResearchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative researchRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- FAG101MEquality and schoolingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse 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 learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SNU505MArtificial Literacy: Artificial Intelligence in Schooling hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Distance learningPrerequisites - SFG003FSustainability education and leadership hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - SNU206F): Instructional Design, Digital Media and Emancipatory Pedagogy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Distance learningPrerequisites - FAG201FEducation for sustainability – skills in a changing world hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - SFG207FSustainability education and learning hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Distance learningPrerequisitesAttendance required in class - KME006FAssessment and Curriculum in Compulsory Schools hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Face-to-face learningDistance learningPrerequisites - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SNU505MArtificial Literacy: Artificial Intelligence in Schooling hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Distance learningPrerequisites - SFG003FSustainability education and leadership hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - SNU206F): Instructional Design, Digital Media and Emancipatory Pedagogy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Distance learningPrerequisites - FAG201FEducation for sustainability – skills in a changing world hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - SFG207FSustainability education and learning hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Distance learningPrerequisitesAttendance required in class - KME006FAssessment and Curriculum in Compulsory Schools hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Face-to-face learningDistance learningPrerequisites - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SNU505MArtificial Literacy: Artificial Intelligence in Schooling hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Distance learningPrerequisites - SFG003FSustainability education and leadership hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - SNU206F): Instructional Design, Digital Media and Emancipatory Pedagogy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Distance learningPrerequisites - FAG201FEducation for sustainability – skills in a changing world hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningPrerequisitesAttendance required in class - SFG207FSustainability education and learning hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line sessions are built on informed debate under lead by students. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes according to the course plan.
Examples of issues to be dealt with:
- Activism in learning and teaching
- Place-based and experiential education
- Behavioural change
- Science learning, technology and sustainability
- Creativity, creation of knowledge and social sustainability
- University education, adult learning
- Formal, informal and non-formal learning
- Social Entrepreneurship Education
Distance learningPrerequisitesAttendance required in class - KME006FAssessment and Curriculum in Compulsory Schools hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Face-to-face learningDistance learningPrerequisites - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- FFU102MThe competent parent? Discourses on parenting hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
Face-to-face learningDistance learningPrerequisites - KYN101FGeneral Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.
Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas
Face-to-face learningOnline learningPrerequisites - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- KYN202FGender Studies for Practical Purposes hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course provides practical preparation for jobs in management, public administration, training, education, media, and other specialized fields. The objective of the course is to introduce students to the basic concepts of practical work for gender equality and provide them with practical training in the field. The course covers the history and meaning of the concept of gender equality, with a special emphasis on gender mainstreaming and gender budgeting. It addresses the representation of gender and the importance of gender responsiveness in social discourse and policy. It also introduces ideas on diversity mainstreaming and intersectionality. Modern societies make ever increasing demands for knowledge on gender equality. Iceland is party to numerous international agreements on gender equality, and the Act on Equal Status and Equal Rights of Women and Men calls for gender mainstreaming in policymaking and public decision making at all levels. That kind of mainstreaming requires knowledge of gender equality, and the Act calls for education in that field at all levels of education.
Face-to-face learningOnline learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - SFG004MQueer pedagogy hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- TÓS401MGender based violence: From understanding to action hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.
The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.
Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse 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 learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- FFU102MThe competent parent? Discourses on parenting hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
Face-to-face learningDistance learningPrerequisites - KYN101FGeneral Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.
Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas
Face-to-face learningOnline learningPrerequisites - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- KYN202FGender Studies for Practical Purposes hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course provides practical preparation for jobs in management, public administration, training, education, media, and other specialized fields. The objective of the course is to introduce students to the basic concepts of practical work for gender equality and provide them with practical training in the field. The course covers the history and meaning of the concept of gender equality, with a special emphasis on gender mainstreaming and gender budgeting. It addresses the representation of gender and the importance of gender responsiveness in social discourse and policy. It also introduces ideas on diversity mainstreaming and intersectionality. Modern societies make ever increasing demands for knowledge on gender equality. Iceland is party to numerous international agreements on gender equality, and the Act on Equal Status and Equal Rights of Women and Men calls for gender mainstreaming in policymaking and public decision making at all levels. That kind of mainstreaming requires knowledge of gender equality, and the Act calls for education in that field at all levels of education.
Face-to-face learningOnline learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - SFG004MQueer pedagogy hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- TÓS401MGender based violence: From understanding to action hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.
The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.
Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse 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 learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- FFU102MThe competent parent? Discourses on parenting hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course, discourses about the parental role will be examined. The focus will be on the societal context of the demands placed on parents, including individualization of parenting and intensive mothering. The requirements placed on parents today, such as managing school choices, after-school activities, communication between home and school/after-school programs, homework assistance, nutrition, screen time management, breastfeeding, and the demand to be an informed and conscious parent, will be explored. The origins of these requirements, their impact on parents, and their connection to contemporary ideologies such as neoliberalism, commodification, and expert discourses will be examined in a critical light. Dominant educational trends maintain that parents should act as consumers in the "education market," making school choice and participation in educational settings growing areas of research in educational and parenting studies. International and Icelandic research on parenting and how privileges and marginalization shape parents' ability to meet these demands will be discussed. Emphasis will be placed on examining specific groups of people who have been classified as "privileged" and "disadvantaged" parents, connecting to theories about gender, class, origin, disability, sexual orientation, and gender identity. Students will gain insight into parental research in the fields of critical sociology, social psychology, educational science, and theories of power and marginalization.
Face-to-face learningDistance learningPrerequisites - KYN101FGeneral Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course addresses the main issues in gender studies through the lens of diversity in modern societies. The gender perspective is applied to provide an overview of the status and condition of men and women. The origins and development of the fight for women’s rights and gender studies as an academic field. The main concepts of gender studies are introduced, including sex, gender, essentialism and constructivism. Finally, the course looks into how gender necessarily intersects with other social factors.
Teaching Arrangement: The course is based on flipped learning, which means that all lectures will be available on Canvas. On-campus and distance students attend weekly discussion sessions at the university or on Teams, and online students participate in weekly discussions on Canvas
Face-to-face learningOnline learningPrerequisites - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- KYN202FGender Studies for Practical Purposes hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course provides practical preparation for jobs in management, public administration, training, education, media, and other specialized fields. The objective of the course is to introduce students to the basic concepts of practical work for gender equality and provide them with practical training in the field. The course covers the history and meaning of the concept of gender equality, with a special emphasis on gender mainstreaming and gender budgeting. It addresses the representation of gender and the importance of gender responsiveness in social discourse and policy. It also introduces ideas on diversity mainstreaming and intersectionality. Modern societies make ever increasing demands for knowledge on gender equality. Iceland is party to numerous international agreements on gender equality, and the Act on Equal Status and Equal Rights of Women and Men calls for gender mainstreaming in policymaking and public decision making at all levels. That kind of mainstreaming requires knowledge of gender equality, and the Act calls for education in that field at all levels of education.
Face-to-face learningOnline learningPrerequisites - Not taught this semesterSFG203MEquity in education and equality for all hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course students are introduced to equality, one of the fundamental pillars of learning in the National Curriculum for primary schools. The mainstreaming of equality and equity in social studies education is explored from a multitude of angles with an emphasis on gender, sexuality, culture and race, disability, class and residence. Attention is paid to how these factors intersect to create multiple marginalizations. Students receive training in approaching current learning materials critically and designing student projects in the spirit of equality education. They receive further training in integrating two fundamental pillar of learning, equality and creativity, as they work on a project in cooperation with students in arts education. They are also introduced to various equality projects from Iceland and abroad.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - SFG004MQueer pedagogy hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: The objective of the course is that students learn about concepts, theories and research in queer pedagogy. Furthermore, they will receive good insight into queer theory. Students will acquire critical view of schools and education and gain insight intof the reality of queer youth.
Topics include the concepts of gender, sexuality, intersectionality, masculinity, femininity, gender binary, heteronormativity and cisnormativity. Students gain insight into the main subject matters of queer pedagogy and the ways in which this field can shed light on education, pedagogy, leisure, and and society. The approach will be in the spirit of queer theory and social constructivist perspective, which will be employed to explain different views on gender, gender identity and queer sexuality. The course examines how the Icelandic school system directly and indirectly maintains a wide variety of discrimination and sustains institutionlized heternormativity and cisnormativity. New research, domestic and international, will be read, related to sexual orientation and gender identity. Furthermore, the course focuses on the training of future professionals working with children and teenagers in establishing a queer friendly atmosphere and incorporate queer realities into their work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- TÓS401MGender based violence: From understanding to action hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The course covers gender-based violence and prevention. The course objective is twofold. First, students will learn about the main manifestations of gender-based violence, and second, they will develop skills in leading critical discussions and thereby counteract harmful attitudes associated with violence culture in modern society.
The course will cover key theoretical concepts from gender studies that are useful for analyzing and understanding gender-based violence as it occurs in young people's daily lives. We will examine the different positions and opportunities of genders and the impact of ideas about masculinity and femininity on societal attitudes and expectations. Additionally, we will analyze discourses about violence, social status, and equality in a broader context.
Strong emphasis is placed on students’ ability to reflect on their attitudes and work from an intersectional gender perspective.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - FAG101MEquality and schooling hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse 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 learningDistance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SNU505MArtificial Literacy: Artificial Intelligence in Schooling hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Distance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SNU206F): Instructional Design, Digital Media and Emancipatory Pedagogy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Distance learningPrerequisites - SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - Not taught this semesterÍET201MComputer assisted language learning hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main goal of this course is:
- for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
- that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
- that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.
Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possibe to use them in training different language components.Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization ofFace-to-face learningDistance learningPrerequisitesAttendance required in class - SNU008FDistance Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SNU505MArtificial Literacy: Artificial Intelligence in Schooling hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Distance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SNU206F): Instructional Design, Digital Media and Emancipatory Pedagogy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Distance learningPrerequisites - SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - Not taught this semesterÍET201MComputer assisted language learning hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main goal of this course is:
- for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
- that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
- that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.
Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possibe to use them in training different language components.Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization ofFace-to-face learningDistance learningPrerequisitesAttendance required in class - SNU008FDistance Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- SNU505MArtificial Literacy: Artificial Intelligence in Schooling hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Students learn about AI literacy as a key competence in modern society and the creative use of AI in education and teaching. AI literacy is about understanding the basic ideas of AI, recognizing its possibilities and limitations, analyzing its impact on society and daily life, and using it responsibly and critically. During the course, students gain insight into how AI tools and technologies can simplify and improve learning and teaching, increase efficiency, and promote creative solutions. They learn to use technology in the creation and organization of course materials, for data processing and as a tool to promote student participation and interest. Furthermore, it is emphasized how AI literacy can help students become aware and critical users of AI. Ethical issues, the impact of AI on the labour market and society, and how teachers can share this knowledge with their students are discussed.
In the course, students take an active part in discussions and project work where they examine their own experiences and connect them to the theoretical topics of the course. The projects will be tailored to the needs and interests of students where AI is used in a variety of ways, whether in art, sports, media or other aspects of daily life. Students gather experience of experiments and tests with artificial intelligence in a digital CV portfolio throughout the teaching semester. Students familiarize themselves with the theoretical aspects of AI literacy and the use of AI in education and teaching and submit a reference essay. Each student presents a plan for and submits a personal final project, e.g. in the form of an app, research or educational project, which connects AI to real challenges in their life or work.
Key elements of the course:
- Active participation in discussions on AI and AI literacy.
- Project work where students connect AI to their own interests and jobs.
- Critical discussions on the impact of AI in education and society.
- Independent research and development of projects.
The course provides students with the tools to address the challenges and opportunities associated with the rapidly growing use of AI in today's society in education, work, and daily life.
New objectives of the course:
Students should acquire skills in ...
- using the basic concepts of artificial intelligence and how the technology can be used in learning and teaching.
- analyzing the impact of artificial intelligence on daily life, society, and the labor market.
- developing critical thinking towards the use of AI and participate in discussions about its ethical and social implications.
- using AI responsibly, whether in connection with studies, teaching or other work.
Distance learningPrerequisites - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SNU206F): Instructional Design, Digital Media and Emancipatory Pedagogy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.
Distance learningPrerequisites - SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - Not taught this semesterÍET201MComputer assisted language learning hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main goal of this course is:
- for students to be able to give participants a perspective and understanding of the main theories and research in computer related language study
- that participants gain knowledge and know the main theories and research regarding digital litteracies and language studies.
- that students gain a chance to connect academic knowledge and practical experience of computers and information technology in language teaching.
Topics:
In this course the influence of information technology on upbringing, education and educational matters will be discussed; as well as computer culture, digital literaces and the factors that influence it within pedagogical institutions. Emphasis will be on discussing computer related language studies for example computer assisted language learning and its effects and the developments of the last thirty years. Also theories and research that are related to the use of computer related language learning in classroom in primary and secondary education will be discussed. Different computer programs will be introduced and examinded how it is possibe to use them in training different language components.Working Methods:
Teaching will take place in the form of lectures, discussion. In lectures the topic will be set forth, explain its main factors and put forth questions. Participants will also work by themselves are in groups to collect material and introduction of material that is related to their interests. The material could be connected to the utilization ofFace-to-face learningDistance learningPrerequisitesAttendance required in class - SNU008FDistance Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.
Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.
Distance learningPrerequisites - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- ÍET102FTeaching Icelandic as a second language hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - KME116FMultilingualism and literacy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - KME115FWorking in inclusive practices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - STM015FLeadership in inclusive schools in multicultural society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- ÍET206FIcelandic and the education of multilingual students hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningOnline learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- MAL104FInclusive education in a multicultural society: Theory and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
Distance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- ÍET102FTeaching Icelandic as a second language hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - KME116FMultilingualism and literacy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - KME115FWorking in inclusive practices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - STM015FLeadership in inclusive schools in multicultural society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- ÍET206FIcelandic and the education of multilingual students hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningOnline learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- MAL104FInclusive education in a multicultural society: Theory and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
Distance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- ÍET102FTeaching Icelandic as a second language hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - KME116FMultilingualism and literacy hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - KME115FWorking in inclusive practices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisites - STM015FLeadership in inclusive schools in multicultural society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- ÍET206FIcelandic and the education of multilingual students hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningOnline learningPrerequisitesAttendance required in class - Not taught this semesterKME205FThe Spectrum of Teaching Methods - Differentiated Instruction hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class - Year unspecified
- MAL104FInclusive education in a multicultural society: Theory and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.
The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.
Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.
The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.
Distance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- Not taught this semesterSTM106FProgram evaluation in educational settings and health services hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main objectives of evaluation will be discussed, various approaches self- evaluation will be introduced, as well as evaluation standards. Data collection, data analysis and presentation of data will be discussed. Emphasis will be on the relevance of evaluation for developmental purposes in educational settings. Ethical issues pertinent to evaluation will be discussed. Research on program evaluation will be explored.
Emphasis will be on practical assignments concerning students' interests. The course is organised in on-campus sessions and discussions on Zoom. Participants discuss selected topics and literature, work on assignments and organise self-evaluation projects within the field of their own choice. Classes are online (using Zoom), obligatory to attend 2-3 on-campus sessions (decided in consultations with students).
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - STM015FLeadership in inclusive schools in multicultural society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - STM201FField evaluation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- Not taught this semesterSTM106FProgram evaluation in educational settings and health services hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main objectives of evaluation will be discussed, various approaches self- evaluation will be introduced, as well as evaluation standards. Data collection, data analysis and presentation of data will be discussed. Emphasis will be on the relevance of evaluation for developmental purposes in educational settings. Ethical issues pertinent to evaluation will be discussed. Research on program evaluation will be explored.
Emphasis will be on practical assignments concerning students' interests. The course is organised in on-campus sessions and discussions on Zoom. Participants discuss selected topics and literature, work on assignments and organise self-evaluation projects within the field of their own choice. Classes are online (using Zoom), obligatory to attend 2-3 on-campus sessions (decided in consultations with students).
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - STM015FLeadership in inclusive schools in multicultural society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - STM201FField evaluation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
- Fall
- LVG104FThe Teaching of Art and Design and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SNU103FThe Teaching of Natural Sciences and Mathematics and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG105FPedagogy for Social Studies and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET105FForeign language teaching and practical training 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET104FThe Teaching of the Icelandic Language and teaching practice 1 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
The main subject of the course is syllabus design, teaching methods and assessment. Students become acquainted with the basics of teaching Icelandic, receive instruction in developing student assignment in Icelandic as well as basic training in assessing students work. The students' ability to work with the National curriculum will also be strengthened. Emphasis is placed on students learning methods to apply their theoretical knowledge of the discipline and using reflection to formulate and develop ideas about students' own teaching and learning. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Introduction to Teaching and Learning and these courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN104FIntroduction to Teaching hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.
The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.
Face-to-face learningPrerequisitesAttendance required in class - Spring 2
- LVG203FThe teaching of art and design and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.Face-to-face learningPrerequisitesAttendance required in class - SNU205FThe teaching of natural sciences and mathematics and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Participants are introduced to teaching methods, task design and assessment in science and mathematics and are trained to reflect on their own ideas and dispositions toward teaching and learning. The course is built on the idea that learning how to teach is basically a matter of developing one‘s practical professional knowledge, i.e. to reflect on and shape one‘s ideas on how he or she is going to think and act as subject teacher. Therefore, participants develop their ideas about science and mathematics learning and teaching so that they are in better position to teach their respective disciplinary subjects and continue to develop themselves as teachers.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - SFG206FPedagogy for social studies and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students are introduced to different methods of teaching, the making of assignments and different methods of evaluation in social studies and the humanities (except from Icelandic and foreign languages). Students are trained to think critically about their own positionality when it comes to studying and teaching. Assignments in this course are connected to student’s fieldwork. The role of reflection for teachers to be is a focuspoint of the studies. It is important that participants in the course reflect on their work and develop their ideas on studying and teaching social studies. The aim is to help participants to become better teachers and give them the tools needed to continue their professional development.
Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET211FForeign language teaching and practical training 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - ÍET210FThe teaching of the Icelandic language and teaching practice 2 hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, credits5 fieldwork creditsCourse Description
Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.
The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.
Face-to-face learningPrerequisitesAttendance required in class - KEN213FCurriculum and School Development in Secondary Schools hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.
Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Spring 2
- Fall
- Not taught this semesterSTM106FProgram evaluation in educational settings and health services hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main objectives of evaluation will be discussed, various approaches self- evaluation will be introduced, as well as evaluation standards. Data collection, data analysis and presentation of data will be discussed. Emphasis will be on the relevance of evaluation for developmental purposes in educational settings. Ethical issues pertinent to evaluation will be discussed. Research on program evaluation will be explored.
Emphasis will be on practical assignments concerning students' interests. The course is organised in on-campus sessions and discussions on Zoom. Participants discuss selected topics and literature, work on assignments and organise self-evaluation projects within the field of their own choice. Classes are online (using Zoom), obligatory to attend 2-3 on-campus sessions (decided in consultations with students).
Distance learningPrerequisitesAttendance required in class - STM110FDevelopment in educational institutions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of this course is to assist students in understanding some major concepts, theories, and models of development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.
Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.Distance learningPrerequisitesAttendance required in class - SNU007FInformation & Communication Technology (ICT) in Education and School Development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on:
- the effects of information and communications technology (ICT) on education and schools
- ICT-related policy, curriculum and school practice
- Concepts, theories and research related to the use of ICT in schools
- technology integration in schools
- teaching methods, professional development of teachers, software and digital learning materials
- students' and teachers' digital competence, ICT skills, and media literacy
- ICT as part of everyday life
Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.Distance learningPrerequisites - STM015FLeadership in inclusive schools in multicultural society hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The purpose of the course is to prepare participants to develop and discuss education policy initiatives and implemenations based on a theoretical vision of inclusion and well-being in multicultural educational settings. The basic themes of the course are leadership, democracy, human rights, cooperation and recognition of different resources (i.e. knowldge and experiences) of all. Emphasis is placed on development of leadership based on cooperation where voices of children and young people, educators and parents are listened to.
The course objective is for participants to gain an understanding of national and global education policies that promote inclusion and prosperity and their interactions. Also to acquire skills in analyzing and evaluating the state of affairs in their own work environment and to be able to respond to the needs of society with democracy and human rights as a guiding principle. It will examine the implementation and development of these areas and how the emphasis on inclusion and inclusive education has taken on different forms. Participants will also analyze their own work environment and develop an action plan that includes building a more inclusive and equitable educational setting.
The course will be conducted through lectures, discussions, collaboration and independent work by participants. Emphasis is placed on participants reflecting upon their own attitudes and opinions while learning about the ideas of others.
Distance learningPrerequisitesAttendance required in class - UME103FDiversity and social justice hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Aim: The goal of the course is to provide students with a good understanding of diversity in society and school, and get a better understanding of individuals and groups that are marginalised in society. Students will also learn about various forms, origins, and consequences of exclusion and stigmatization.
Students will also be able to use ethical concepts in their fieldwork, and be able to relate concepts of professionalism and professions to ethical and historical contexts. Special emphasis is on the ability of students to reflect on their own attitudes and work in light of ethical concepts such as autonomy, respect, dignity, trust and care, social justice and social discrimination, social capital, and empowerment.
Subject matter: The main subject of the course is social diversity and the status of marginalised individuals and groups. The course is divided into three parts where the first two parts are based on theoretical discussion of history and ethics, while in the third part students are expected to use those theoretical foundations from the previous parts to reflect on the field and their own attitudes.
Distance learningPrerequisitesAttendance required in class - MVS101FTheories in Sociology and Philosophy of Education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education.
During the first half of the semester theoretical approaches are presented and discussed.
During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- SNU207FEducational technology and innovation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The aim of the course is to promote innovation and enterprise among teachers, administrators and other leaders in school work. Furthermore, to accommodate individuals and institutions who want to innovate in education and in the business community. Work will be done with theory and practical tools pertaining to innovation in education and creative schooling; such as innovation and entrepreneurship education, enterprise studies, project- and experience-based learning, integration of subjects, empowering pedagogy and design thinking. Particular attention will be paid to educational technology and futurology. The course will seek to move participants so that they use their own knowledge and human resources in the school community and society to create real projects that are useful in their work. Efforts will be made to enable individuals to provide education for those who are interested in pursuing innovation in schools and the labour market, to be able to organise such development work, make plans and implement them. Opportunities for exploitation will be examined and promoted, as well as ways to support the discovery, analysis and exploitation of such opportunities. At the end of the course, participants have completed a practical project that can be immediately used in school work and can be further developed with diverse applications in mind.
Distance learningPrerequisites - STM201FField evaluation hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
In the course, the evaluation theory will be shortly introduced. The main emphasis will be on doing an evaluation project in a professional field of students' own choice.
The course is organised around an evaluation project that includes defining research questions, building an argument for the selected evaluation approach and data collection method, analysing the data, and writing and presenting a final report.Distance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - KYN211FTheories in Gender Studies hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course discusses the philosophical and theoretical foundations of gender studies, and the critical and interdisciplinary content of the field. The representation and meaning of sex and gender in language, culture, history, science, and society is explored. The analytical perspective of the field is presented, as is its relationship with methodology. Students are trained in applying theoretical concepts and methods independently and critically.
Face-to-face learningOnline learningPrerequisites - UME004MGender and education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.
Face-to-face learningDistance learningPrerequisites - STM207FEducation and education policies in a local and global context hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.
Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.Distance learningThe course is taught if the specified conditions are metPrerequisitesAttendance required in class - MVS009FLearning theories: Application and research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.Content
- Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
- Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
- Students will read research articles where these learning theories are studied and applied in practice.
- Emphasis will be placed on understanding what constitutes evidence-based practice.
- Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice.
Distance learningPrerequisitesAttendance required in class - MVS011FAction research hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS213FIntroduction to quantitative Research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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.
Distance learningPrerequisitesAttendance required in class - MVS212FIntroduction to qualitative research hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse 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 learningDistance learningPrerequisitesAttendance required in class
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.
Teacher education is internationally recognised and opens up a wide range of career opportunities.
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.
An education in this area can open up opportunities in:
- Icelandic compulsory schools
- Icelandic upper secondary schools
- specialist positions within the education system
- specialist positions in general
- course management
- project management
This list is not exhausted.
- 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.

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