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  • 1.
    Bredmar, Anna-Carin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Emotionell lyhördhet i lärares arbete2015In: Lärande ur ett livsvärldsperspektiv / [ed] Jan Bengtsson & Inger C. Berndtsson, Malmö: Gleerups Utbildning AB, 2015, p. 55-76Chapter in book (Other academic)
  • 2.
    Bredmar, Anna-Carin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Emotionell närvaro i pedagogiskt arbete: En filosofisk analys med fokus på det mellanmänskliga mötets betydels2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, no 3-4, p. 255-275Article in journal (Refereed)
    Abstract [sv]

    Artikeln syftar till att fördjupa förståelsen av emotionell närvaro i lärares arbete utifrån ett relationellt perspektiv, samt att visa på livsvärldsfenomeno-logins teoretiska och metodologiska bidrag till detta perspektiv. Med hjälp av Bubers dialogfilosofi analyseras erfarenheter av emotionell närvaro i lärares arbete. Resultatet av analysen presenteras i två meningsbestämmande teman: uppmärksamhet och skärpa i lärares arbete och integritet och gemenskap. Ana-lysen visar på betydelsen av emotionell närvaro som en kompass för lärare för att handla omdömesfullt. I emotionell närvaro riktar lärare och elever sin uppmärksamhet mot det som upplevs som väsentligt. Emotionell närvaro innebär en förmåga hos läraren att omfatta den pedagogiska situationen som en helhet. Likaså innebär emotionell närvaro en upplevelse av samhörighet som både är gemenskap och respekt för personlig integritet. Emotionell när-varo är en mänsklig kraft som förmår motverka ett mekaniskt och instru-mentellt förhållningssätt i lärares arbete.

  • 3.
    Bredmar, Anna-Carin
    Linnaeus University, Faculty of Social Sciences, Department of Education. Göteborgs universitet.
    Lärares arbetsglädje: Betydelsen av emotionell närvaro i det pedagogiska arbetet2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis aims to explore teachers’ ‘work enjoyment’ and thereby deepening our understanding of teachers’ work and professionality. Positive emotions in teachers’ work are an underestimated and under-researched dimension of teacher practise and professionality. Through interviews that have generated the empirical material, the work enjoyment of nineteen teachers is focused on and analyzed from a phenomenological lifeworld approach. The results are presented in two parts; the first one consists of descriptions of teachers’ work enjoyment that reveal seven themes of meanings that signify joy in teachers’ work. The themes include Supporting meanings, which are mood, power source and presence awareness, as well as Widening meanings, which are context and connectedness, rhythm and balance, opening and after heat. In the second part of the result the meanings of the phenomenon are interpreted further and conclusions are drawn. The conclusions highlight the importance of the relation between lived experiences and teachers’ work enjoyment. These themes are To be present, To feel a rhythm, To be “occupied” by work, To be both personal and professional and Teachers’ work as a tapestry of life. Enjoyment of work is fundamental; i.e. like a safe floor to stand on. The experience of joy also means opening and involves an expectant foreshadowing. Based on a safe floor, teachers can open up to different options of how to be or to act. Joy as opening extends across time and space through the longing and hope that it is connected to. In times of struggle, joy enables teachers to find their way back to what is meaningful in their work. Teachers’ work enjoyment is related to the involvement in children’s development and learning. The result shows how work enjoyment provides emotional presence in teachers’ work, both letting oneself be involved by work and involving oneself in the work. Emotional responsiveness is enjoyment of work; it makes the teachers relate to their work with openness and insight. Such responsiveness contributes with sensitivity to the whole classroom situation and towards what is essential in their work, and shows how the emotional and the rational are intertwined. This study provides an understanding of the meanings of teachers’ work enjoyment and what lived experiences of joy can imply for ordinary schoolwork. Given the results of this study it is problematic that positive emotional dimensions of teachers’ work are a relatively unexplored area. The study indicates that work enjoyment is of fundamental importance to teachers’ work.

  • 4.
    Bredmar, Anna-Carin
    Göteborgs universitet.
    Pedagogiskt arbete – konsten att definiera ett forskningsoch utbildningsfält2008In: Pedagogiskt arbete : ett forskarutbildningsämne i utveckling vid IPD / [ed] Runesson, U. & Rönnerman, K., Göteborg: Institutionen för pedagogik och didaktik, Göteborgs universitet , 2008, , p. 201p. 41-59Chapter in book (Other academic)
  • 5.
    Bredmar, Anna-Carin
    Linnaeus University, Faculty of Social Sciences, Department of Education. University of Gothenburg.
    Teachers' Experiences of Enjoyment of Work as a Subtle Atmosphere: An Empirical Lifeworld Phenomenological Analysis2013In: Indo-Pacific Journal of Phenomenology, ISSN 2079-7222, E-ISSN 1445-7377, Vol. 13, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to show how teachers’ experiences of one dimension of enjoyment of work, namely joy as a subtle atmosphere, can be described and understood from a lifeworld perspective. The lifeworld phenomenological approach contributes to the whole research design and provides the concepts that form the theoretical basis for the analysis. The specific lifeworld concepts used are ‘intertwinement’, ‘natural attitude’, ‘pre-predicativity’, ‘intentionality’ and ‘intersubjectivity’. Using these concepts, the results illuminate and describe the meanings of enjoyment of work, based on what the teachers expressed in interviews. The empirical study consisted of interviews with five teachers working with pupils aged seven to nine years.

    The results illuminate some vital and fundamental characteristics of teachers’ experiences of enjoyment of work and its significance. These characteristics include its basic function and its inherent possibility to open up the whole classroom situation to the teachers. In this sense, enjoyment of work is similar to standing in a doorway and involves an expectant foreshadowing. The study also found that their experiences of joy are intertwined with their experiences of flow and control. The results found that enjoyment of work was significant in the sense of the confirmation of a good work, like a receipt. Finally, the results revealed new concepts and metaphors for a richer understanding of this phenomenon.

    The research implications of the study illustrate how the lifeworld approach enables a deeper understanding of emotional dimensions in teachers work. The approach provides useful concepts that broaden the understanding of the content, function and meaning of teachers‘ experiences of enjoyment of work. The paper also points to the need for more research in this area. The results illuminate new and different aspects of teachers’ work that may be a valuable resource in this profession. 

  • 6.
    Bredmar, Anna-Carin
    et al.
    University of Gothenburg.
    Cronqvist, Marita
    University of Gothenburg.
    Att utveckla och bedöma lärarskicklighet genom dialog2013In: Doktorander som kreativa brobyggare / [ed] Karin Rönnerman, Peter Erlandson, Göteborg: Göteborgs universitet, 2013, p. 53-60Chapter in book (Other academic)
  • 7.
    Nordänger, Ulla Karin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Strandberg, Camilla
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Gardesten, Jens
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Bredmar, Anna-Carin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    En verksamhetsintegrerad lärarutbildning - möjligheter och utmaningar2018Conference paper (Refereed)
1 - 7 of 7
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