Analiza transakcyjna jako metoda diagnostyki edukacyjnej

Abstract

Transactional Analysis (TA) can serve both as the theoretical basis and the practical method of drawing distinctions between various kinds of personal interactions, particularly those which constitute educational processes. TA steadily gains recognition among teachers. The perspectives of TA applications in education include not only a selection of teaching methods and teach- er/student classroom communication patterns but also spontaneous interactions in peer groups conductive to social learning. The paper presents a concept of applying TA to identify learning models within Okoń’s multi-sided education theory: (alpha) by acquiring, (beta) by doing, (gam- ma) by discovering, and (delta) by experiencing. A teacher is broadly understood here as every person who delivers verbal or written instructions, both directly and by means of a textbook or the Internet. The whole area of educational diagnostics, e.g. the theory and practice of recognizing contexts, runs, and learning outcomes, may benefit from transactional analysis.