As the 2022 Curriculum for Wales becomes embedded in schools, this paper shares findings of a self-report survey from over 300 secondary school teachers on the nature, content and frequency of their curriculum conversations with other teachers. This new curriculum framework, grouping subjects together into Areas of Learning and Experience AoLEs enables disciplinary, interdisciplinary and multidisciplinary learning. Teachers reported on perceived factors affecting the quality of their dialogues and perceived opportunities for deepening interdisciplinary dialogue. Descriptive analysis shows teachers reported more conversations with other teachers in the same subject, more conversations about content taught rather than the purpose of teaching it and fewer conversations about how their subject relates to other subjects. Crucially, surface-level conversations were reported as more common than deeper conversations. The findings reveal processes and possibilities of curriculum policy enactment at the level of teacher professional discourse. Teacher–teacher dialogue, as a way of becoming aware of the purpose of other subjects and becoming more articulate in describing the purpose of one’s own, is highlighted as a necessary phase before teachers engage in collaboration. Deeper dialogue is proposed as a necessary precondition of deep and meaningful interdisciplinary collaboration.
Woolley et al. (Sun,) studied this question.