Learning Transactional Analysis through Cognitive Apprenticeship

Abstract

This article explores the synergy between cognitive apprenticeship and transactional analysis, specifically in relation to teaching, training, and supervision. The learning science of cognitive apprenticeship offers a relational approach through its use of the metaphor of master and novice, which is consistent with transactional analysis theory and practice. The author discusses cognitive apprenticeship as a pedagogical approach that has been central in transactional analysis training, supervision, fields of application, and practice from the beginning.

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Notes on contributors

Mandy Lacy

Mandy Lacy is a Provisional Teaching and Supervising Transactional Analyst (organizational) in Sydney, Australia, where she teaches and supervises transactional analysis and works as an organizational consultant, project manager, supervisor, and trainer. Mandy is completing her master's degree in learning science and technology at the University of Sydney. She can be reached at [email protected]; blog: http://mandystarpotential.blog.com.