The conference aims to explore how interdisciplinary collaboration is a powerful lever for teacher professional growth. At the same time, teacher professional development (PD) is shifting toward more collaborative models grounded in theories such as situated learning and communities of practice. This conference seeks to bridge these areas by showcasing empirical research, conceptual work, and practical initiatives that illuminate how interdisciplinary teamwork enhances teacher learning and educational improvement.
The conference brings together researchers, teacher educators, and practitioners to examine innovative policies, practices, and models of interdisciplinary collaboration and teacher professional development in integrated language–content learning. Beyond serving as a forum for scholarly exchange, the conference seeks to establish and strengthen a sustainable international community of researchers and professionals committed to advancing interdisciplinary collaboration. By fostering dialogue across disciplines and educational contexts, it aims to encourage enduring partnerships that support innovation, knowledge sharing, and collaborative inquiry at both institutional and international levels.