Affinity Continuum
Toward Professional Autonomy
Bibliographic Data
| ID | 20179250 |
|---|---|
| Authors | Jan Simek (Private Practice at taedu.cz, corresponding author), Lenka Procházková (0000-0001-8240-855X, ZŠ Ohradní), Michal Dubec (University of West Bohemia) |
| Year | 2024 |
| Volume | 54 |
| Issue | 3 |
| Pages | 295-308 |
| Publication date | 2024-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Transactional Analysis Journal (JOURNAL) |
| Journal identifiers | ISSN: 0362-1537 • E-ISSN: 2329-5244 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03621537.2024.2359300 |
| OpenAlex | W4400759999 |
| Language | EN |
| References cited | 16 |
How does one become a good leader? The authors suggest that the path toward professional autonomy is illustrated by the affinity continuum. This is an original model of how skills are acquired based on a descriptive approach to a learner’s affinity to those skills. The authors describe trainer strategies that support reaching higher affinity levels in a learner and link them to a specific teaching style. The transitions between the stages are illustrated with a case study of a teacher trainee learning to use the drama triangle. Three affinity stages are presented—tentative, symptomatic, and conceptual—each of which is accompanied by the identification of discounts that are typically observed in trainees in the given affinity stage. The fourth stage is professional autonomy, where the skill becomes an integral part of the learner’s skill set and professional self. The authors propose that effective leaders should strive for professional autonomy and that they can use the affinity continuum as a tool for supporting the growth of their team
Autonomy · Political science · Sociology · Counseling Practices and Supervision · Law · Psychology · Reflective Practices in Education · Social Psychology · Teacher Education and Leadership Studies
The structure and dynamics of organizations and groups
Levels in reflection
A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition
Professional Development and Teacher Change
How and what teachers learn
The reflective practitioner
The Winner's Triangle
The Cycle of Development
Teaching, Learning, Schooling, and Script
Functional Fluency for Educational Transactional Analysts
Learning Transactional Analysis through Cognitive Apprenticeship
Structure and Dynamics of Organizations and Groups
Those Who Understand
Experienced teachers' informal learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |