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<p>The purpose of this study was to investigate the teacher’s situation in the correctionaltreatment’s client education. The paper examined teachers’ experiences of their professionalroles as well as their perception of the students’ situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the teachers’ work. We examined the interplay betweenthe pedagogic and the organizational discourse and how the teacher and the studentare influenced by these. The study shows that teachers in the correctional treatment’sclient education act in a complex situation where the teachers must balance their professionalpractice between disparate discourses. The teachers have an individualisedmethod of working that is characterised by individual curricula that form the basis ofall teaching. The focus of the teaching is primarily on the forming of a student identitywithin the client with a starting point in social training, moral and ethical issuesand the norms and values of society. The study shows that the teachers have a complexreality that is characterised by conflicts and where the client’s identity formationhas a central role.The purpose of this study was to investigate the teacher’s situation in the correctionaltreatment’s client education. The paper examined teachers’ experiences of their professionalroles as well as their perception of the students’ situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the teachers’ work. We examined the interplay betweenthe pedagogic and the organizational discourse and how the teacher and the studentare influenced by these. The study shows that teachers in the correctional treatment’sclient education act in a complex situation where the teachers must balance their professionalpractice between disparate discourses. The teachers have an individualisedmethod of working that is characterised by individual curricula that form the basis ofall teaching. The focus of the teaching is primarily on the forming of a student identitywithin the client with a starting point in social training, moral and ethical issuesand the norms and values of society. The study shows that the teachers have a complexreality that is characterised by conflicts and where the client’s identity formationhas a central role.</p>

The purpose of this study was to investigate the teacher’s situation in the correctionaltreatment’s client education. The paper examined teachers’ experiences of their professionalroles as well as their perception of the students’ situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the teachers’ work. We examined the interplay betweenthe pedagogic and the organizational discourse and how the teacher and the studentare influenced by these. The study shows that teachers in the correctional treatment’sclient education act in a complex situation where the teachers must balance their professionalpractice between disparate discourses. The teachers have an individualisedmethod of working that is characterised by individual curricula that form the basis ofall teaching. The focus of the teaching is primarily on the forming of a student identitywithin the client with a starting point in social training, moral and ethical issuesand the norms and values of society. The study shows that the teachers have a complexreality that is characterised by conflicts and where the client’s identity formationhas a central role.The purpose of this study was to investigate the teacher’s situation in the correctionaltreatment’s client education. The paper examined teachers’ experiences of their professionalroles as well as their perception of the students’ situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the teachers’ work. We examined the interplay betweenthe pedagogic and the organizational discourse and how the teacher and the studentare influenced by these. The study shows that teachers in the correctional treatment’sclient education act in a complex situation where the teachers must balance their professionalpractice between disparate discourses. The teachers have an individualisedmethod of working that is characterised by individual curricula that form the basis ofall teaching. The focus of the teaching is primarily on the forming of a student identitywithin the client with a starting point in social training, moral and ethical issuesand the norms and values of society. The study shows that the teachers have a complexreality that is characterised by conflicts and where the client’s identity formationhas a central role.

Studier inom Kriminalvården sker både med handledd undervisning ochmed distansstudier i olika studienivåer, från SFI till högskolestudier. Dennakvalitativa studie har velat ta reda på för- och nackdelar med distansstudierinom Kriminalvården. Studien har utförts med djupintervjuer av två läraresom arbetar på anstalt, samt sex distansstuderande män på anstalt. Enutbildningsansvarig har svarat på frågor via mail. Distansstudier kräverenligt denna studie stor motivation och självdisciplin. Nackdelarna meddistansstudier var att SFI, grund- och komvuxstudier var på deltid,studerande fick endast läsa tre ämnen åt gången, det var ibland omständigtatt få svar från lärarna. Högskolestuderande ansåg att de hade tekniskabegränsningar på grund av internetsäkerheten på anstalt, samt att tiden förinternet var inskränkt. En del ämnen/kurser gick inte att läsa på distans.Fördelarna var det stora kursutbud som erbjöds inom komvux och högskola.Studier på grund-komvux var flexibla, de kunde påbörjas när som helst pååret och följde med när den studerande flyttade till annan anstalt, medsamma lärare. Som distanslärare var det viktigt med tydlighet iinstruktionerna, samt att ge studerande en snabb feedback på utfört arbete.Lärarna saknade framförallt att man inte kunde se den studerande framförsig. Lärarna ansåg inte att det var någon skillnad i pedagogiken, mellandistansundervisning och handledd undervisning. Slutsatserna av studien bliratt fördelarna med distansstudier väger betydligt tyngre än nackdelarna.

The aim of this thesis is to investigate the points of view of three groups of actors about their local learning center and its collaboration with the library. By interviewing groups of actors from the municipal sector, the library staff and students, I aim to investigate their associations of the learning centre, what kind of services it should offer, and how they understand the role of the library staff in specific collaboration between the public library and the adult education administration. The study design is based on Gunnar Grepperud’s and Terje Thomsen’s three missions for a local learning centre; the mission of a broker, a meeting place and a motivator. I also use Carol Kuhlthau’s levels of mediation as an approach to investigate how the actors want the library staff to work in relation to the centre. The major findings show that the actors have different associations and expectations of their local learning centre. The group of municipal representatives emphasized the mission of a motivator as an important element in their strive towards the goal to raise the regional level of education, while the library staff and the students were more concerned about the local learning centre as a physical place with the physical and personal service for distance education. At the same time, they all emphasised the physical place for studies, the technical utilities and the library resources as important factors in creating the local learning centre. According to the group of actors, the library staff is an important resource as a guide and support for literature and information seeking and to makes sure that the students have access to course literature and access to loans from other schools and institutions. However, the number of tasks has increased and the role of the library staff has become more blurred. / Uppsatsnivå: D

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