Exploring Interdisciplinary Collaboration Through Microsoft Teams in Initial Teacher Education
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Date
2026
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Publisher
IGI Global Scientific Publishing
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.