2026-05-11T23:25:22Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/111612025-12-19T01:05:44Zcom_10259_4839com_10259_5086com_10259_2604col_10259_6836

Alonso Centeno, Almudena Ortiz Revilla, Jairo Greca Dufranc, Ileana María Sanz de La Cal, Esther 2025-12-18T07:57:02Z 2025-12-18T07:57:02Z 2022-10 2662-9461 https://hdl.handle.net/10259/11161 10.1007/978-3-031-08697-7_10 2662-947X There is a real need to promote integrated thinking within education in a globalised world whose problems are increasingly complex and interdependent every day. Integrated STEAM education has become one of the most relevant approaches within educational activities that integrate various disciplines. However, teachers often encounter difficulties with its implementation, due to its complexity. The aim of this study is to investigate perceptions of interdisciplinary integration among trainee teachers after the implementation of an iSTEAM+CLIL co-teaching proposal through a two-phase quasi-experimental pre-post study. The results pointed to an improvement in the levels of disciplinary integration that students perceived before and after the intervention. There was also some improvement in the level presented after the second intervention when teachers worked in ways that were more integrated than after the first intervention. Further action is therefore needed in this respect to encourage teacher training and to facilitate the implementation of this interdisciplinary approach in integrated teaching. application/pdf eng Springer Controversial Issues and Social Problems for an Integrated Disciplinary Teaching, p. 135-151 https://doi.org/10.1007/978-3-031-08697-7_10 iSTEAM CLIL Integration Co-teaching Teacher training Teacher education Educación Enseñanza en equipo Innovaciones educativas Education Teaching teams Educational innovations Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training info:eu-repo/semantics/bookPart info:eu-repo/semantics/acceptedVersion info:eu-repo/semantics/openAccess 8 135 151