Values Motivation and Educational Alliance between internal school roles and external ones: the role of the Special education teacher as a systemic role within the perspective of Special Education and Transactional Analysis

Abstract

This essay explores the intricate relationships between values, motivation and training of special
education teachers while focusing on the factors influencing lifelong learning. The primary objective
is to identify training needs through an interdisciplinary approach integrating knowledge,
skills and competencies both from a pedagogical and psychological perspective. Transactional
Analysis (TA) can therefore serve as a meaningful reference theory, within this perspective, particularly
in exploring the ethical context of cooperation and in reflecting, critically, on the criteria
for understanding transformation in the world of education.
In rereading
research, the essay fosters critical reflection on the importance of concepts such
as accounting and discounting in working cooperatively with different educational roles. Such
processes are crucial for developing awareness and improving cooperation among different educational
roles, where a perspective of intentional cooperation is enriched by TA based knowledge.
The proposed approach aims at specifically responding to contemporary educational needs by
addressing the challenges of the school system also in its interactions with the social, economical,
political, cultural, and technological context.
It is aimed at creating a shared educational contribution while promoting cooperation and shared
meaning between school practitioners and external agencies.
The methodology, while remaining in the background, is designed to observe and understand
educational phenomena, fostering an exchange enriched by TA philosophy and Okness, which is
essential for meaning negotiation.