Abstract:

The pandemic situation has changed all the standard of living. It is not only education which is significantly affected. In the case of the Czech Republic and its system of pre-primary, primary, secondary, and tertiary education, we can talk about the significant limitation of the pedagogical process, which is dependent on the online environment. In some cases, distance education has completely replaced full-time education. During the lockdown all schools, including nursery schools, are closed. In time out of the lockdown, full-time education is allowed only in nursery schools and for first (children aged 6) and second grade (children aged 7) of primary schools. Other pupils and students are only educated online, with not all teaching being replaced remotely in all schools. The extent of compensation is decided by headteachers. Pupils often have subjects with a lower time subsidy, which does not allow for sufficient curriculum fixation.

As part of the Model TAPATE research action project and its implementation in the Czech environment carried out at the Institute of Lifelong Learning of Mendel University in Brno, direct observation of the educators involved in the research has taken place and is still ongoing. The observation originally planned for attendance lessons became one for online teaching. The involvement of educators in the project is voluntary. The initial expectation of the research team was that it would mainly involve teaching staff with a range of experience up to 5 years. Apparently for Covid19, educators with experience of up to 37 years apply to this action research. The aim of the project is to carry out the transfer of good practice of the British TAPATE model through seminars and individual support to teachers, as well as to carry out action research that will assess the effectiveness of the TAPATE model in the environment of Czech education, in various areas of pedagogical intervention.

The TAPATE model is based on a transactional analysis approach. Transactional analysis is a young psychological approach that has had four basic application areas since 1970, namely psychotherapy, education, organisation, and counselling. It is the area of education that has served to create the model. It incorporates the concept of contracting, life positions, strokes, The Cycle of Development, working styles, ego state model and transactions. The concept of psychological games (specifically Karpman Drama Triangle) is also included. These concepts provide insight into interpersonal communication and support teachers in the development of their competences, namely the Teacher and his/her personality development, the Teacher and his/her intervention in relation to relationships, and the Teacher as a creator of opportunities for the learning of others.

The aim of the article is to describe, through the lens of the psychological approach of transactional analysis and its application in education, the phenomena observed during the online lessons of teachers in secondary schools involved in the TAPATE action research project. The article also aims to describe the recommendations that are appropriate and useful in distance education for secondary pupils.

Keywords:

Distance learning, pedagogical observation, transactional analysis, TAPATE.