The complex reality of Secondary Education institutions and the immediacy of the changes occurring in them require teachers with the capacity to intervene appropriately. However, recent studies have highlighted certain limitations in their preparation, especially in pedagogical and practical terms. To improve the competencies of future teachers, an educational innovation experience called Interdisciplinary Cooperative Proposal (ICP), based on the shared resolution of problems proposed from different subjects, has been carried out with 405 students of the Master’s Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training and Secondary Education of the UMH (Elche, Spain). The description of the experience and the students’ evaluations of how it has affected learning, their average level of competence, the degree of involvement in the completion of tasks, the effective application of cooperative techniques, and gender are presented. It concludes by showing the perceived benefits in all the variables studied. © (2023) All Rights Reserved.
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