Transportation status in pedagogical process

Annotatsiya

This study examines the communicative and psychological dimensions of teacher–student interaction in the pedagogical process through the theoretical framework of transactional analysis developed by E. Berne. The research emphasizes the role of interpersonal communication in modern higher education, particularly within interactive teaching methodologies that aim to foster independent thinking and learner autonomy. An empirical investigation was conducted at the Regional Center for Retraining and Advanced Training affiliated with Fergana State University using Berne’s transactional analysis methodology. The study analyzed the distribution of the “Parent,” “Adult,” and “Child” ego states manifested by teachers during pedagogical interaction. The findings indicate that teachers predominantly operate in the “Adult” ego state (37%), followed by the “Parent” (35%) and “Child” (28%) states. The dominance of the “Adult” position demonstrates a rational, analytical, and objective approach to decision-making and communication, which contributes positively to educational effectiveness and mutual understanding. The “Parent” and “Child” roles, while less prevalent, play important supportive and emotional functions in the pedagogical process. The results suggest that a balanced integration of all three ego states is essential for maintaining constructive communication, reducing interpersonal tension, and improving the quality of pedagogical relationships in higher education institutions.

Keywords: Transactional analysis; pedagogical communication; teacher–student interaction; ego states; educational psychology; interpersonal relations; higher education; interactive teaching methods.