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Att stödja vuxnas lärande: En observationsstudie kring stöd inom svensk vuxenutbildning
University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesisAlternative title
Support in adult education : An observation study in Swedish adult education (English)
Abstract [sv]

Syftet med att genom deltagande observationer studera stöd inom en svensk vuxenutbildningsverksamhet var att sätta stöd i vuxnas lärande på dagordningen och kommunicera vikten av ett inkluderande arbetssätt för lärande. Arbetssätt som bygger på en synergistisk samverkan mellan miljö och pedagogik.

Resultatet visar att det finns utvecklingspotential i verksamheten genom att öka och bredda det kollegiala lärandet, samarbete kring eleverna samt tydliggöra stödet som en röd tråd i verksamhetens olika delar. Det kan till exempel handla om att redan vid ansökan låta eleverna delge sina behov av, eller misstanke om behov av stöd. Vidare vid antagning låta eleverna möta lärare för kartläggning och låta utbildningen genomsyras av studieteknik individuella möjligheter till anpassningar. Därtill återfanns behov av tydlig kommunikation kring struktur och rutiner där det klart definieras vem som gör vad, hur och varför.

Abstract [en]

The purpose of conducting participating observations within a Swedish adult education was to put the support in the learning of adults on the agenda. Also, it concerned the importance of an inclusive way of working for learning. This is a way of working which is based on a synergistic cooperation between environment and pedagogy.

The result shows that there is a potential for development within the organization through increasing and broadening the learning among and between colleagues. Moreover it is about cooperation in the work with the students whereas it is important to make the support visible as a red thread through the organizational work. For example, the students already in their applications be able to acknowledge needs or suspected needs of support in learning. At admittance, students can meet teachers for mapping their situation and thereafter let the education be permeated by study techniques and individual possibilities for adjustments. Furthermore, the results showed need for distinct communication regarding structure and routines in which it is clearly stated who does what, how and why.

Place, publisher, year, edition, pages
2015. , 60 p.
Keyword [en]
Adult education, support, communities of practice, work integrated learning
Keyword [sv]
Vuxenutbildning, stöd, communities of practice, arbetsintegrerat lärande
National Category
Social Work
Identifiers
URN: urn:nbn:se:hv:diva-8247Local ID: EXP900OAI: oai:DiVA.org:hv-8247DiVA: diva2:856860
Subject / course
Social pedagogy
Educational program
Socialpedagogik
Supervisors
Examiners
Available from: 2015-09-28 Created: 2015-09-25 Last updated: 2016-04-04Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
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  • de-DE
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  • Other locale
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Output format
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