Interdisciplinary Collaboration: Teacher’s Education Strategy on Writing at University
DOI:
https://doi.org/10.17533/udea.lyl.n83a08Keywords:
higher education, interdisciplinary approach, teacher cooperation, teacher education, writingAbstract
This article presents an exploratory systematic review on teacher training in writing which included 53 articles indexed in Scopus, Ebsco, ProQuest Central, Scielo, and Redalyc. The results show the design of guidelines and evaluation criteria for written task as the main collaborative activities. Different theoretical approaches were recognized, mainly covering academic writing and interdisciplinary work. This exploratory review shows that interdisciplinary collaboration holds potential for teacher’s education at university and systematizes the ways in which this strategy works, which can guide efforts to address writing in higher education as a learning tool in the disciplines.
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