Comunidades Docentes de Aprendizaje para una Educación Integral, Transversal y Equitativa Orientada al Progreso Sostenible.

In recent years there has been an increasingly interest about new models of teaching that are focused on teachers´ pedagogical updating, highlighting the importance of working in communities in which, through a continuous, reflective, collaborative and inclusive processes, teachers guide their work towards a comprehensive, inclusive and equitable training. Those are called `teaching learning communities´. In this paper we share our experience on [OBJECTIVE] designing and activating such a community in our faculty, where we were able to transform contents and methodology in order to facilitate the so-called `situated learning´ and give professional guidance under two main principles such as sustainable development and common good. [METHODOLOGY] It´s been through a descriptive and analytical methodology supported by a transdisciplinary dialogue between [SAMPLE]120 professors, that we have proven [CONCLUSSION] that this so called `teaching learning communities´ are effective in order to re-design academic guides, organize teachers´ duties and promote a new ecosystem between teachers and students. [ABSTRACT FROM AUTHOR]