Icelandic Journal of Education

Peer reviewed articles

• Assessing Icelandic university teachers' motivations, identitiy, and perceptions of connectedness as a way to inform faculty

  Abigail Grover, Ásta Bryndís Schram

  1-19

  • PDF

• Students' perceptions of connectedness and teacher caring in the online university environment

  Ásta Bryndís Schram, Sigurbjörg Jóhannesdóttir

  21-43

  • PDF

• Parents’ perspectives on their role and the role of the preschool in shaping children’s social and emotional competence at the start of primary school

  Edda Rósa Gunnarsdóttir, Anna Magnea Hreinsdóttir

  45-64

  • PDF (Icelandic)

• A follow-up study on the aggression replacement training (ART) intervention

  Freydís Jóna Freysteinsdóttir, Sigurgrímur Skúlason

  65-88

  • PDF (Icelandic)

• Teacher Education, Experience, and Professional Development in Science Education: Connections with Diverse Teaching Practices

  Edda Elísabet Magnúsdóttir, Aðalheiður Jóna Magnúsdóttir, Magdalena Ósk Bjarnþórsdóttir

  89-118

  • PDF (Icelandic)

• Paid internship in preschool teacher education: Mentors’ and principals’ experiences

  Ingibjörg Ósk Sigurðardóttir, Svava Björg Mörk

  119-136

  • PDF (Icelandic)

• Teachers only help when they say: “Now you have to take turns”: Children’s perspectives on friendship and educator support in play

  Júlíana Rose Júlíusdóttir, Anna Magnea Hreinsdóttir

  137-156

  • PDF (Icelandic)

• ChatGPT in higher education, teachers' attitudes and use

  Jórunn Elídóttir, Sólveig Zophoníasdóttir

  157-179

  • PDF (Icelandic)

• Can interest in vocational education be stimulated? Applications to vocational education programs at upper secondary level 2006–2024

  Elsa Eiríksdóttir

  181-208

  • PDF (Icelandic)

• The development of visual arts in compulsory education in Iceland

  Sandra Rebekka Önnudóttir Arnarsdóttir

  209-230

  • PDF (Icelandic)

• Fostering parental awareness through reflective dialogue

  Anna Lilja Einarsdóttir, Heather Cline, Hrund Þórarins Ingudóttir

  231-250

  • PDF