TEACHER TRAINING IN TDICS: THE ROLE OF THE SCHOOL MANAGER IN IMPLEMENTING TRAINING

Abstract

The incorporation of Digital Information and Communication Technologies (DICTs) into the educational context requires new pedagogical approaches and school management capable of coordinating training processes. In this context, the role of the school administrator stands out as a strategic agent in implementing training focused on the pedagogical use of DICTs, an essential condition for promoting innovation and inclusion in the teaching-learning process. The overall objective of this research was to analyze the role of the school administrator in implementing teacher training in DICTs, identifying strategies, challenges, and impacts on pedagogical practice. This research adopted a literature review, based on national and international scientific productions from the last ten years, using databases such as Google Scholar and SciELO. The process involved careful selection, analytical reading, and organization of the findings into categories that allowed for the systematization of the main theoretical contributions on the topic. The results indicate that teacher training in DICTs is still characterized by gaps and fragmented actions, often of a technical and instrumental nature. It was found that the leadership of school administrators is crucial for coordinating institutional policies, encouraging continuing education, and monitoring impacts, enabling greater integration of technologies into the curriculum and pedagogical practices. The conclusion is that the administrator's proactive role enhances the redefinition of teaching, fostering the development of an innovative school culture. The research reinforces the need for public and institutional policies that value continuing education and suggests that further empirical studies should further analyze concrete training experiences in different school contexts.