Affinity Continuum: Toward Professional Autonomy

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F24%3A43972684" target="_blank" >RIV/49777513:23420/24:43972684 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/eprint/AMNTHGRFYNZBXDHWES7I/full?target=10.1080/03621537.2024.2359300" target="_blank" >https://www.tandfonline.com/eprint/AMNTHGRFYNZBXDHWES7I/full?target=10.1080/03621537.2024.2359300</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/03621537.2024.2359300" target="_blank" >10.1080/03621537.2024.2359300</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Affinity Continuum: Toward Professional Autonomy

Popis výsledku v původním jazyce

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 professionalself. 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.

Název v anglickém jazyce

Affinity Continuum: Toward Professional Autonomy

Popis výsledku anglicky

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 professionalself. 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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Transactional Analysis Journal

ISSN

0362-1537

e-ISSN

2329-5244

Svazek periodika

54

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

14

Strana od-do

295-308

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85198916330