FROM KNOWLEDGE TO ACTION: THE USE OF ICT IN TEACHER TRAINING

Abstract

This study systematically maps research on the integration of Information and Communication Technologies (ICT) into initial mathematics teacher training. Eight theses and dissertations published between 2015 and 2025 in the Brazilian Digital Library of Theses and Dissertations (BDTD) were selected using a qualitative methodology. The analysis followed Bardin's (2011) three-phase Content Analysis: (1) pre-analysis and selection of documents; (2) exploration and categorization of information; and (3) processing and interpretation of results. The analysis identified three main axes: Practical Experiences and Challenges, which addresses the confrontation of preservice teachers with the school reality and infrastructure; Theoretical Foundations and Training Models, which highlights the role of frameworks such as TPACK and Teaching Guidance Activities (AOE); and Curricular and Institutional Analysis, which highlights the fragmentation and lack of mainstreaming of ICT in official documents. The findings reinforce that critical integration of technologies requires curricular reformulation, strengthening the connection between theory and practice, and intentional actions, moving beyond a merely instrumental focus. The study highlights the urgent need to train teachers capable of using ICT with pedagogical intentionality, addressing the challenges of the digital age.