TEACHER CONTINUOUS TRAINING FROM INTERDISCIPLINARITY: CONTRIBUTIONS FROM A NEW WAY OF THINKING

Based on the need to rethink the models of teacher education that are still in force, a formation that faces the fragmentation of knowledge is envisioned, and the literature points to new studies based on interdisciplinarity, as it recognizes it as a perspective that seeks a new meaning of being . The aim of this article is to reflect on some contributions of interdisciplinarity to continuing teacher education. The methodological design is based on a qualitative approach, based on a bibliographical study. Thus, teacher training based on interdisciplinarity is presented as a way to overcome the fragmentation of knowledge, based on a new vision in which training constitutes one of the propitious locus to dare and to learn to build collaborative works based on mutual respect, the individual being the center of the teaching-learning process. Thus, the need for greater depth on the foundations of interdisciplinarity emerges so that mistakes and inconsistencies about its concept are overcome.