University teaching in the large classroom. Engaging different disciplines between didactic transposition educational reconstruction process

This research examines aspects of the teaching approach implemented in this programme, with a particular focus on the relationship between different disciplinary frameworks in the teacher training of university teachers. The hypothesis of this paper is about the inter and transdisciplinary approach of the training programme and its validity on developing university professors teaching skills and, more specifically, their capacity to transfer and reconstruct their learning about teaching-learning methods. The first results show teachers frequently engaged in distancing and meta-cognitive reflection with respect to specific aspects of the processes of didactic transposition and didactic reconstruction: the selection of the knowledge to be taught; the recipient of the knowledge; the use of examples to make the knowledge accessible; reflection on the epistemological basis of the knowledge taught.