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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