Interdisciplinariedad escolar y conocimiento pedagógico docente: mediaciones para el diseño de propuestas situadas y su contraste en experiencias de educación secundaria
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Published:
Oct 26, 2026
Keywords:
School interdisciplinarity; teacher pedagogical knowledge; pedagogical content knowledge; teacher collaboration; curriculum integration; foreground; systematization of experiences; pedagogical mediation.
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Abstract
Introduction. School interdisciplinarity requires the articulation of knowledge beyond the coexistence of subjects. Its development involves connecting teachers’ knowledge, collaboration, and contextualization in situated educational proposals. Objective. To analyze the mediations involved in designing situated interdisciplinary proposals in secondary education. Methodology. A qualitative and interpretive study combining a critical literature review with the systematization of experiences developed between 2017 and 2025. Fifteen documents were analyzed using MAXQDA and deductive-inductive coding. Results. Five analytical dimensions were identified: problematization, functional articulation of knowledge, professional knowledge, collaborative design, and contextualization. Different degrees of integration and the cross-cutting influence of institutional conditions were observed. Conclusion. Interdisciplinarity constitutes a relational and dynamic process shaped by pedagogical decisions and institutional conditions that support its continuity. General Area of Study: Educational Sciences. Specific Area of Study: School Interdisciplinarity and Teachers’ Pedagogical Knowledge. Type of Study: Original Research Article.
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Pachon Cumbe, Y. J., & Castro Velasquez, F. E. (2026). Interdisciplinariedad escolar y conocimiento pedagógico docente: mediaciones para el diseño de propuestas situadas y su contraste en experiencias de educación secundaria. Ciencia Digital, 10(4), 175-204. https://doi.org/10.33262/cienciadigital.v10i4.3790
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References
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Torraco, R. J. (2005). Writing integrative literature reviews: guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: a systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002
Wang, H., & Sang, L. (2024). Interdisciplinary competence of primary and secondary school teachers: a systematic literature review. Cogent Education, 11(1), 2378277. https://doi.org/10.1080/2331186X.2024.2378277
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE. https://books.google.com.ec/books/about/Qualitative_Inquiry_and_Research_Design.html?hl=id&id=gX1ZDwAAQBAJ&redir_esc=y
de Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: a systematic review. International Journal of Educational Research, 112 (101927), 101927. https://doi.org/10.1016/j.ijer.2022.101927
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25. https://doi.org/10.1016/j.tate.2013.03.001
Dzieciatko-Szendrei, B., Pantić, N., Joksimović, S., Gašević, D., & Viry, G. (2024). Systematic review of the operational definitions and indicators of teacher communities. Educational Research Review, 45 (100640), 100640. https://doi.org/10.1016/j.edurev.2024.100640
Fife, S. T., & Gossner, J. D. (2024). Deductive qualitative analysis: evaluating, expanding, and refining theory. International Journal of Qualitative Methods, 23, 1–12. https://doi.org/10.1177/16094069241244856
Giral Riaño, D., & Reyes-Ramírez, O. L. (2026). Structures, collaborative inquiry, and pedagogical knowledge in teacher research communities: a qualitative meta-analysis (2018–2024). Teaching and Teacher Education, 180 (105661), 105661. https://doi.org/10.1016/j.tate.2026.105661
Jara Holliday, O. (2018). La sistematización de experiencias: práctica y teoría para otros mundos posibles. CINDE. https://www.unc.edu.ar/sites/default/files/La%20sistematizaci%C3%B3n%20de%20experiencias%20-%20Oscar%20Jara%20%28edicion%20colombiana%29.pdf
Kreijkes, P., & Greatorex, J. (2024). Differential effects of subject-based and integrated curriculum approaches on students’ learning outcomes: a review of reviews. Review of Education, 12(1), e3465. https://doi.org/10.1002/rev3.3465
Lenoir, Y., & Hasni, A. (2016). Interdisciplinarity in primary and secondary school: issues and perspectives. Creative Education, 7(16), 2433–2458. https://doi.org/10.4236/ce.2016.716233
Mosely, G., Markauskaite, L., Wrigley, C., Swist, T., & Goodyear, P. (2025). Understanding teachers’ expertise for interdisciplinary teaching practices: a scoping review. Teaching and Teacher Education, 168(105223), 105223. https://doi.org/10.1016/j.tate.2025.105223
Patton, M. Q. (2015). Qualitative research & evaluation methods: integrating theory and practice (4th ed.). SAGE. https://books.google.com.co/books?id=-CM9BQAAQBAJ&printsec=frontcover#v=onepage&q&f=false
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://www.wcu.edu/webfiles/pdfs/shulman.pdf
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://www.harvardeducationalreview.org/content/57/1/1
Skovsmose, O. (2014). Foregrounds: opaque stories about learning. Sense Publishers. https://books.google.com.ec/books/about/Foregrounds.html?id=XIzsoQEACAAJ&redir_esc=y
Snyder, H. (2019). Literature review as a research methodology: an overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Star, J. R. (2023). Revisiting the origin of, and reflections on the future of, pedagogical content knowledge. Asian Journal for Mathematics Education, 2(2), 147–160. https://doi.org/10.1177/27527263231175885
Swist, T., Markauskaite, L., Mosely, G., Goodyear, P., & Wrigley, C. (2025). Approaches to strengthening teachers’ interdisciplinary expertise: From configurative review to design patterns. Review of Education, 13(3), e70113. https://doi.org/10.1002/rev3.70113
Tardif, M. (2004). Los saberes del docente y su desarrollo profesional. Narcea. https://sgfm.elcorteingles.es/SGFM/dctm/MEDIA03/202404/22/00106532935365____3_.pdf
Tonnetti, B., & Lentillon-Kaestner, V. (2023). Teaching interdisciplinarity in secondary school: a systematic review. Cogent Education, 10(1), 2216038. https://doi.org/10.1080/2331186X.2023.2216038
Torraco, R. J. (2005). Writing integrative literature reviews: guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: a systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002
Wang, H., & Sang, L. (2024). Interdisciplinary competence of primary and secondary school teachers: a systematic literature review. Cogent Education, 11(1), 2378277. https://doi.org/10.1080/2331186X.2024.2378277