Making sense of an uncoordinated approach to curricular transitions and standardisation between two modern languages departments, a case study
Making sense of an uncoordinated approach to curricular transitions and standardisation between two modern languages departments, a case study
Author(s): Vítor Manuel Oliveira de PassosSubject(s): School education, State/Government and Education, Sociology of Education
Published by: International University of Sarajevo
Keywords: Curricular transitions; Tavistock approach; Psychodynamics; Basic-assumption behaviour; Affective containment;
Summary/Abstract: This case study begins by identifying a need for empirical studies in the eld of psychodynamics, namely empirical studies on basic-assumption behaviour in schools. It proceeds to explore the causes behind an uncoordinated approach to curricular transitions and standardisation practices between two modern language departments using a psychodynamic approach. By drawing on data provided by focus groups, evidence is provided for the existence of basic-assumption behaviour, which sti es cooperation and e ective curricular transitions across two divisions. A range of a ective containment strategies are suggested to address the basic-assumption behaviour and change the organisational culture.
Journal: Epiphany. Journal of Transdisciplinary Studies
- Issue Year: 15/2022
- Issue No: 2
- Page Range: 140-166
- Page Count: 27
- Language: English