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Interprofessional education (IPE) represents a fundamental strategy for preparing healthcare professionals capable of collaborative teamwork, responding to growing demands for comprehensive, user-centered care. However, effective IPE implementation significantly depends on adequate faculty development, especially for early-career faculty who face specific challenges related to lack of formal training and limited institutional support. This study aimed to analyze how faculty development for interprofessional practice in healthcare has been addressed in scientific literature between 2020 and 2024, focusing on challenges faced by early-career faculty. A systematic review was conducted following PRISMA recommendations, searching five databases (PubMed, Scopus, Web of Science, VHL, and SciELO), using descriptors related to interprofessional education and faculty development. Twenty studies meeting eligibility criteria were included. Results revealed that although faculty recognize IPE benefits, significant structural, cultural, and institutional barriers persist. Main difficulties include fragmented curricula, resistance to change, lack of administrative and financial support, and absence of specific IPE training. For early-career faculty, these challenges are intensified by inexperience, work overload, and vulnerable hierarchical position. Promising strategies identified include mentorship programs, contextualized pedagogical training, active teaching methodologies, and teaching-service-community integration. The review highlights the urgent need for institutional policies promoting faculty professional development from career onset, creating conditions for IPE to consolidate as a structural axis in health education. Investment in continuing faculty development, systemic institutional support, and collaborative network creation are fundamental to overcome existing barriers and strengthen IPE implementation in higher education health institutions.