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

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.