Aspects for an interdisciplinary teaching in professional training from the experience of experts
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Interdisciplinary teaching dates back to the 70s when there was talk of the unification of knowledge based on scientific interdisciplinarity in order to promote cognitive, integrative and interdisciplinary processes in students. Now, it is
indispensable in the processes of contextualized curricular reforms and for quality renewal, since it is offered as a proposal to confront the complex problems faced by our future professionals. Objective: Determine the existing aspects in the
explanations of university professors who are experts in this field to contribute to establishing guidelines in interdisciplinary teaching at the undergraduate level.
Method: Qualitative-interpretive and descriptive research. Data collected through semi-structured interviews at an individual level with seven national and international experts. Content analysis and grounded theory were carried out with pre-established and emerging categories. Results: five findings related to three fundamental pillars were obtained: theoretical-organizational foundation, curricular structure and didactic elements, for interdisciplinary teaching whose objective is
integration by students in an epistemological process. Conclusion: The three fundamental pillars are part of the final guidelines for interdisciplinary teaching that provide guidelines for thinking and applying at the level of higher education related to the way it is presented in the curriculum, from its relationship with the epistemological; the essentials of intersubjective work
at the level of the work of diverse teams and the evaluation of the curricular proposal in the classroom.
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