TEACHER EDUCATION FOR THE PEDAGOGICAL USE OF DIGITAL TECHNOLOGIES IN THE TEACHING AND LEARNING PROCESS

Abstract

This article aimed to analyze teacher education for the pedagogical use of digital technologies in the teaching and learning process, considering conceptual foundations, training challenges, and possibilities for improving teaching practice. Methodologically, this is a qualitative, exploratory study developed through a literature review based on Gil (2022). To compose the corpus, ten articles published between 2021 and 2025 were selected, addressing teacher education, digital competence, curricular integration of technologies, and pedagogical mediation. The results indicated that recent production has focused on three main axes: the expansion of the conceptual foundations of teachers’ digital competence, the identification of curricular and institutional weaknesses in initial and continuing education, and the defense of training processes guided by pedagogical intentionality, critical reflection, and the construction of didactic repertoire. It is concluded that the integration of technologies into teaching requires continuous, situated, and theoretically consistent teacher education, capable of articulating curriculum, pedagogical mediation, and digital culture, thus overcoming approaches restricted to technical training.