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

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.

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