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Exploring Interdisciplinary Collaboration Through Microsoft Teams in Initial Teacher Education
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Author(s): María Carolina Órdenes Guzmán (Pontificia Universidad Católica de Chile, Chile), María Antonieta Órdenes Guzmán (Pontificia Universidad Católica de Chile, Chile)and Eduardo Javier Guzmán Lazón (Pontificia Universidad Católica de Chile, Chile)
Copyright: 2026
Pages: 36
Source title:
The Role of Smart Education in a Complex World
Source Author(s)/Editor(s): G. S. Prakasha (Christ University, India), Maria Lapina (North-Caucasus Federal University, Russia), Francisco David Guillén Gámez (University of Málaga, Spain)and Juan J. Leiva-Olivencia (University of Málaga, Spain)
DOI: 10.4018/979-8-3373-7912-8.ch009
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Abstract
This chapter explores how digital tools—specifically Microsoft Teams—can facilitate interdisciplinary collaboration in Initial Teacher Education (ITE). It examines a project developed by EFL and Primary Education teacher educators in Chile, who integrated the CLIL approach and Sanmartí's learning cycle to guide preservice teachers in co-designing interdisciplinary unit plans. Through qualitative data, including reflections, planning documents, and surveys, the study analyzes how digital platforms supported communication, feedback, and collaborative planning. Findings show that while students valued the professional learning opportunity, challenges related to asynchronous communication, peer feedback, and workload distribution emerged. Despite these tensions, participants reported increased autonomy, pedagogical insight, and awareness of interdisciplinary teaching practices. The study highlights the potential of bottom-up, digitally mediated initiatives to promote innovation in teacher education.
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