TA, relationship with one’s own learning process and strategic studying

Abstract

Life-long learning is an increasingly relevant need of our time. Educational perspectives currently tend to focus - beside the single subjects (Foreign Languages, Maths, History) - on how, while learning, you can learn to learn. Considering this perspective, we have been integrating Transactional Analysis in the training for future Primary School Teachers. Our objectives are both more traditional applications intended to improve the relationship between teachers and teachers, teachers and families, and to observe, study and intervene in the relationship which children create with their learning process. The writing on emotional drivers, which we presented on IJTAR – International Journal of TA Research - for didactics of Mathematics, has proved very helpful for other subjects and in learning how to learn.
 Our experimentation involved 10 classes of a primary school, and enabled us to create several tools (interviews to identify drivers, egogram interview, check lists for the observation of transactions during the lessons). The learning outcomes have been analysed by the teachers according to some against indicators of learning and didactic objectives established within a systematic frame of reference. This model for didactics in TA clearly contributes to the construction of a learning environment, enhancing both the expression of the Free Child and Self-efficacy.

Cultural Parent and Learning in the Knowledge Society: A Survey with Students of the Degree in Primary Education

“…The research was founded on the assumption that there would be observable affective and relational variables that could be traced back to Bernian constructs, with many possibilities for applying TA from a pedagogical and didactic point of view within schools proposed by Chalvin (1986). This author has also written about the relationships of learning processes and strategic studying (Fregola 2012) and it was expected that such processes would be influenced by specific skills acquired by the teacher that would improve the teaching-learning process from an educational perspective. We intended to maintain the boundaries between the disciplinary fields relating to the peculiarities of theory and technique.…”

Transactional Analysis And Education - Living with Current Complexity

“…This supported the hypothesis that a contract that is structured taking into account the 3Cs of consciousness, cognition and comprehension allows us to investigate and enhance the specificities of the educational field. In particular, this is more evident when working with the intention of conceiving, designing and creating learning environments in which the TA contribution can support a contract focused on the most suitable conditions that can facilitate the transformation of innovation into change (Fregola, 2012). Figure 5 shows the model.…”

“…The work is part of the research that places TA as a reference theory that integrates with other theories of education (Epifanio Erdas, 1979) and of the psychology of learning (Bocci, De Angeli, Fregola, Olmetti and Zona, 2016), in order to re-interpret the relationship that each person has with their own learning (Fregola, 2012). In this context, one of the central themes concerns the perspective of the contractual agreement of TA with its particular 11 (2), 25-34 https://doi.org/10.29044/v11i2p25 characteristics (Berne, 1971;English, 1975), which provides elements that are proving interesting in the ongoing experiments and in the training activities aimed at future primary school teachers and in-service teacher training, as well as the training of other figures interested in educational processes, training and learning at school.…”