Selma Lagerlöf (1858-1940) is to many a known writer, a member of the Swedish Academy and a Nobel prize winner in literature. Her life has been studied and is well documented both by herself and others mainly from a literary point of view. We know that she spent time as a teacher in the southern swedish city of Landskrona (1885-1891). A missing piece in the study of the life of Selma Lagerlöf has been of how she was as a teacher in the society in the late 1880’s, written from the perspective of a teacher. The aim of this study has been to seek a deeper knowledge about Selma Lagerlöf as a teacher and the pedagogical means of her teaching, as well as the society that she was a member of. The different parts of Selma Lagerlöfs life, the actions and her words may contribute to the aiming result as a holistic view. The following overarching questions have been used in the study:  How is Selma Lagerlöf described as a student at the School of Education? (in swedish: Högre Lärarinneseminariet). Who may have contributed to her role as a teacher? What was the spirit of the times connected to Selma Lagerlöf at the School of Education? What factors may have influenced her as a person and a teacher? How is Selma Lagerlöf described as a teacher/educator? How are her pedagogical means expressed? How is Selma Lagerlöf described as a teacher by her students? A hermeneutical perspective has been used as a method and a theory, mainly as explained by the philosopher Dilthey. The analysed literature includes adequate texts, books and articles and the found details are woven into a full picture together with the foundation of context. When writing the biography of a person as well known as Selma Lagerlöf there is a need to balance the sense of her presence making certain to keep an, at the same time, ethical, respectful and critical attitude towards her. As working with the study, also a context is surfaced and by the context it is possible to understand the details. The person and her ideas have been studied by sympathetic empathy and understanding, to see the person not as dead, but as a person who once lived and is still inspiring. A conclusion can be made that Selma Lagerlöf was a teacher with a compassionate and methodological way of teaching. The findings to the overarching questions in the aim may guide us through the pedagogical ideas of the person who was forced by economic and social reasons to work as a teacher. She enjoyed giving lessons which made the eyes of the students glow of interest. A method using compassion and trust between educator and pupils leads to pleasurable learning. It also leads to a foundation for the responsibility of all citizens' upbringing and education in a democratic society, a pedagogical perspective known from the philosopher and educator Pestalozzi, a responsibility also relevant to the education of today.

Denna studie tillhör deltagarorienterad forskning (PAR) i form av en forskningscirkel. Syftet var att beskriva och analysera en forskningscirkels kunskapsutveckling både gällande dess process och dess innehåll. Deltagarna i cirkeln var nio lärare som arbetar vid en komvuxskola och de undervisar vuxenelever i ämnena SFI, SVA och engelska. Forskningscirkelns fokus har varit frågor som gäller individanpassad undervisning inom komvuxutbildningar. I cirkeln har empiriska data kommit fram genom att låta deltagarna berätta sina livsberättelser om individanpassad undervisning och i gruppsamtal prata om individanpassad undervisning. I en växelverkan mellan deltagarnas erfarenheter om individanpassad undervisning och tidigare forskning inom detta område, arbetade vi i cirkeln fram metoder för individanpassad undervisning inom komvuxutbildningar. Deltagarna prövade dessa metoder i undervisningen. Metoderna som var utformade för individanpassad undervisning var både vitt och övergripande utformade, vilket var positivt på grund av att lärarna kunde anpassa metoderna och arbetssätten till varje elevgrupp och till enskilda vuxenelever. Resultatet visar att individanpassad undervisning bör utformas som individuell undervisning, en till en undervisning, mellan lärare och vuxenelev. Då kan vuxeneleven få individuell hjälp med studierna och eleven kan få arbetsuppgifter som är individuellt anpassad till hens förmåga att studera. Det har också framkommit att, det är viktigt att undervisningen är utformad utifrån relationell undervisning, vilket innebär att vuxeneleven både får möta lärare och andra elever under studiernas gång. Det innebär olika undervisningssätt som både är individanpassade, samtidigt som de utgår från en relationell undervisning. Det har framkommit i studien att relationell undervisning är särskilt viktigt i språkundervisningen. Det har också uppmärksammats individanpassade metoder som utgår från digital undervisning både inom individuell undervisning och relationell undervisning. I studien lyftes fram olika arbetssätt som utgår från digital undervisning. / This study belongs to the research tradition Participatory Action Research (PAR) in the form of a Research Circle. The task was to describe and analyse the process and content of knowledge development within a Research Circle. The participants in this circle were nine teacher who work at komvux, and teach adult students in subject such as SFI, SVA and English. In this circle with participating teachers, issues of individually adapted teaching in adult education have been in focus. In this circle, empirical data has been highlighted by having the participants tell life stories and in group interviews about the individualized teaching. In an interaction between the participants´ experiences of individually adapted teaching and previous research in this area, we in the circle developed methods for individually adapted teaching in adult education. The participants tried these methods in their teaching. The methods that were developed for individually adapted teaching were both broadly and comprehensive designed, which was positive because then the teacher can adapt the teaching methods to each student group and individual adult student. The result indicate that the individually adapted teaching needs to be designed based on individual teaching, one to one teaching between teacher and adult student. Then the adult student can receive individual support in their studies and receive tasks that are individually adapted to the student´s ability to study. It is also important that the teaching is designed based on relational teaching, were the adult student both meets the teacher and other students during the course of study. This means different working methods in teaching that are individually adapted based on relational teaching. Relational teaching is especially important in language teaching. It has also been highlighted methods for individually adapted teaching based on digital teaching which is both based on individual teaching and relational teaching. This digital teaching is based on different working methods that are highlighted in this study.