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2. The working conditions of Icelandic upper secondary school teachers during the first year of the COVID‐19 pandemic: A gender inequality against all odds.

Author

Gestsdóttir, Súsanna Margrét, Ragnarsdóttir, Guðrún, Björnsdóttir, Amalía, and Eiríksdóttir, Elsa

Subjects
BEGINNING teachers, SECONDARY school teachers, HIGH school teachers, GENDER inequality, COVID-19 pandemic, RURAL schools
Abstract

In Iceland, and around the world, the working environment in upper secondary schools changed dramatically with the onset of the COVID‐19 pandemic. In our research, we aimed to illuminate the ever‐changing working conditions of teachers in Icelandic upper secondary schools during the first year of the pandemic, especially in the context of gender and family composition. Data came from interviews with 12 teachers and surveys administered to upper secondary school teachers in 33 out of 37 upper‐secondary schools in Iceland with participation from approximately one‐third of the teacher population. The results show that teachers felt increasingly stressed throughout the pandemic and that gender played a significant role. Women, who often also served as primary caregivers at home, found it more strenuous to fulfil their teaching duties than men. The results raise important questions about teachers' working conditions and gender's role therein, especially in a country considered an emblem of success when it comes to gender equality. [ABSTRACT FROM AUTHOR]

Published
2024
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5. Iceland

Author

Jónsdóttir, Kristín, primary and Björnsdóttir, Amalía, additional

Published
2019
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8. Teacher education in the Nordic region

Author

Elstad, Eyvind, Åstrand, Björn, Hansén, Sven-Erik, Lavonen, Jari, Sjöberg, Jan, Aspfors, Jessica, Wikman, Tom, Eriksson, Inger, Skagen, Kaare, Madsen, Lis, Jensen, Elsebeth, Sigurðsson, Baldur, Björnsdóttir, Amalía, Jóhannsdóttir, Thurídur Jóna, Harryson, Hans, Demant-Poort, Lars, Knut-Andreas Abben Christophersen, Turmo, Are, Nesje, Katrine, and Krejsler, John Benedicto

Abstract

This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

Published
2023

13. SKÓLASTJÓRAR Í GRUNNSKÓLUM - TILFÆRSLUR Í STARFI 1998 TIL 2020.

Author

HANSEN, BÖRKUR and BJÖRNSDÓTTIR, AMALÍA

Abstract

Copyright of Icelandic Journal of Education / Timarit um Uppeldi og Menntun is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2023
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18. Háskólanemar í grunnnámi við Menntavísindasvið HÍ. Fjarnám, lykill að háskólanámi fyrir stúdenta með fjölbreyttan bakgrunn.

Author

Jóhannsdóttir, Þuríður Jóna and Björnsdóttir, Amalía

Subjects
ECONOMIC conditions of students, NONTRADITIONAL college students
Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2022
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24. 'Voruð þið að tala um mig?': um nemendavernd í grunnskólum

Author

Gísladóttir, Jóhanna Kr. Arnberg, Kristinsdóttir, Guðrún, Björnsdóttir, Amalía, Kennaradeild (HÍ), Faculty of Education Studies (UI), Menntavísindasvið (HÍ), School of Education (UI), Háskóli Íslands, and University of Iceland

Subjects
Megindlegar rannsóknir, Réttindi barna, Skólastarf, Grunnskólanemar, Ákvarðanataka
Abstract

Markmiðið með rannsókninni sem hér er greint frá er að kanna starfsemi nemendaverndarráða í grunnskólum og hlutdeild nemenda í ákvörðunartöku í eigin málum í ráðunum. Tilgangurinn er að veita innsýn í störf ráðanna og draga lærdóm af niðurstöðum en einnig að vekja lesendur til umhugsunar um réttindastöðu grunnskólanemenda. Vaxandi skilningur er á mikilvægi þess að rödd barna fái hljómgrunn, að á þau sé hlustað og að þess sjáist merki við ákvörðunartöku í málum þar sem aðstæður þeirra og vandi eru til meðferðar. Nemendaverndarráð eru þverfagleg teymi sem eiga að starfa í grunnskólum landsins og þeim er ætlað að stuðla að velferð nemenda. Starfsemi þeirra hefur lítt verið rannsökuð og ekki hafa legið fyrir upplýsingar um þátttöku barna í meðferð mála sem tekin eru fyrir þar. Rafrænn spurningalisti var sendur til skólastjóra allra grunnskóla á Íslandi skóla- árið 2013–2014. Alls bárust svör frá 84 skólum og var svarhlutfall 50% á landsvísu. Niðurstöður benda til þess að nemendaverndarráð starfi í flestum grunnskólum og töldu þátttakendur þau almennt starfa með hagsmuni nemenda að leiðarljósi. Mál sem rata inn á borð nemendaverndarráða eiga það flest sameiginlegt að fjalla um málefni einstakra nemenda en hlutdeild nemenda í afgreiðslu mála sem þá snerta er takmörkuð. Þátttakendur töldu aldur og þroska nemenda og eðli mála helstu ástæður lítillar aðkomu nemendanna sjálfra. Meirihluta foreldra (86%) er tilkynnt að um mál barns þeirra sé fjallað í ráðunum en hlutfallslega fáum börnum er gert við- vart um það (17%). Niðurstöður benda til að tryggja þurfi betur hlutdeild nemenda í ákvörðunum um eigin málefni í nemendaverndarráðunum., The aim of the study reported here was to examine the practice of pupils’ welfare councils in compulsory schools, and participation of children in decision-making in their own educational affairs, which are seen holistically and include health and safety issues. The purpose was to provide insight into the practices of pupils’ welfare councils and to learn from the results as well as to increase awareness of rights of children. There is an increasing understanding of the importance of listening to children, for them be heard and engaged in decision making in their own affairs while planning and managing adequate responses and services. The UN Convention on the Rights of the Child, as well as laws and regulations regarding pupils´ welfare and the national curriculum´s fundamental pillars focus on democracy and human rights, were used as guidelines when conducting this study. In addition, the perspective of recent childhood studies, where children are looked upon as active and autonomous individuals, was also used as reference. Pupils’ welfare councils (hereafter PWCs) are multidisciplinary teams that are legally mandated to operate in compulsory schools in Iceland and are intended to promote and safeguard children’s and young people’s welfare in schooling. The role of PWCs is to coordinate and manage services for pupils in school health services, school counselling and inclusive education and to assist headmasters in managing plans regarding special assistance for individual pupils as well as promoting preventative measures. Involvement of children and young people in decision making in the PWCs is not statuted in the Compulsory School Act even though they are, according to the Children Act, entitled to express their opinions on all matters regarding them and fair consideration shall be given to their opinions in accordance to their age and maturity. The practice of the PWCs is under researched and no information can be found about the participation of pupils in affairs related to their individual case handling. Quantitative research methods were used in this study. During the school year 2013–2014 an electronic questionnaire was sent to all compulsory school principals in Iceland. There were responses from 84 schools, with a response rate of 50%. Results indicate that there are PWCs in place in most schools and participants felt that they generally operate in the best interests of students. Most issues that find their way into the PWCs have in common matters concerning individual children, but pupils’ involvement in decision making and handling of matters concerning themselves showed to be limited. The participants mentioned age, maturity of pupils and different nature of affairs as the main reasons for the infrequent involvement of children. Majority of parents (86%) are notified about the case handlings of their children’s affairs in the councils but only a small percentage of pupils are made aware of it (17%). In light of other studies of wishes, competence and the mandated rights of children these results indicate the need for more involvement of school children in decisions about their own affairs in pupil welfare councils. Lack of management guidelines concerning the case handlings was found in the participants´ answers when asked about the work of practices and also in the keeping of records and minutes. Results indicate that more emphasis should be on establishing such rules. This would enhance each council’s proceedings during their work. To promote success and effective development of pupil welfare councils it is important to have a thorough knowledge of current activities, and results of this study provide that needed overview.

Published
2015

27. Samband menntunar foreldra við frammistöðu þátttakenda í PISA-könnuninni á Norðurlöndum.

Author

Gísladóttir, Berglind, Haraldsson, Hans, and Björnsdóttir, Amalía

Subjects
SCIENTIFIC literacy, PARENTING education, SOCIAL factors, EDUCATIONAL resources, COMPULSORY education, PARENT participation in education
Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2019
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28. Stuðningur við skólastjóra í grunnskólum: Staða og væntingar.

Author

Róbertsdóttir, Sigurbjörg, Hansen, Börkur, and Björnsdóttir, Amalía

Subjects
CAREER changes, SCHOOL principals, SCHOOL administration, RESIGNATION of employees, SELF-actualization (Psychology), MENTORING
Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2019
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29. Kulnun kennara og starfsaðstæður: Þróun og samanburður við aðra opinbera sérfræðinga.

Author

Einarsdóttir, Sif, Erlingsdóttir, Regína Bergdís, Björnsdóttir, Amalía, and Snorradóttir, Ásta

Subjects
MENTAL fatigue, HIGH school teachers, TEACHERS, PSYCHOLOGICAL burnout, HEALTH education teachers, WORK environment
Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2019
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30. Staðnemar og fjarnemar í grunnskólakennaranámi við Menntavísindasvið: Bakgrunnur, viðhorf og áhugi á að starfa við kennslu.

Author

Jóhannsdóttir, Þuríður Jóna and Björnsdóttir, Amalía

Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2018
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31. Mat kennara á félagslegum tengslum í grunnskólum og samband þeirra við námsárangur og starfshætti.

Author

BJÖRNSDÓTTIR, AMALÍA and HANSEN, BÖRKUR

Abstract

Copyright of Icelandic Journal of Education / Timarit um Uppeldi og Menntun is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2017

32. Stjórnun og fagleg forysta í grunnskólum.

Author

Þorsteinsson, Trausti and Björnsdóttir, Amalía

Abstract

Copyright of Icelandic Review on Politics & Administration is the property of Institute of Public Administration & Politics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2016
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34. Tengsl niðurstaðna á HLJÓM-2 við: gengi á samræmdum prófum Hverjir bæta stöðu sína og hverjir dragast aftur úr?

Author

Björnsdóttir, Amalía, Einarsdóttir, Jóhanna T., and Símonardóttir, Ingibjörg

Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2016

35. Heimanám í íslenskum grunnskólum Umfang og viðhorf nemenda, foreldra og kennara til þess.

Author

Sigurgeirsson, Ingvar and Björnsdóttir, Amalía

Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2016

36. Grunn- og leikskólastjórar á Íslandi - kulnun í starfi?

Author

STEINÞÓRSDÓTTIR, GERÐUR ÓLÍNA STEINÞÓRSDÓTTIR, BJÖRNSDÓTTIR, AMALÍA, and HANSEN, BÖRKUR

Abstract

Copyright of Icelandic Journal of Education / Uppeldi og Menntun is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2015

37. „Voruð þið að tala um mig?“.

Author

Arnberg Gísladóttir, Jóhanna Kr., Kristinsdóttir, Guðrún, and Björnsdóttir, Amalía

Abstract

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2015

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