REVISIÓN SISTEMÁTICA SOBRE LA FORMACIÓN INICIAL DEL PROFESORADO EN TECNOLOGÍAS DIGITALES: INICIATIVAS Y POSIBILIDADES

INTRODUCTION. This article presents a systematic review of the teacher training process, in undergraduate courses, in the face of digital technologies in the contemporary world. The objective was to systematize the scientific evidences and interconnections that reflect in the curriculum field the technological competences for teacher training, implying a new professional profile, in order to profile critical, creative, innovative and dynamic teachers. METHOD. For data generation, a search was conducted in the Scopus and Proquest database using the key phrase “teacher training in technologies”, in Portuguese, Spanish and English languages, and articles published between 2015 and 2021, in the theme of social sciences. The PRISMA flowchart was used. In this sense, it aims to support the questions: what is the scientific evidence on teacher training in digital technologies? What technological resources are used to develop teaching competences? What are the main recommendations of the authors for future training processes? RESULTS. The results reveal four subcategories of analysis: a) use of digital platforms or resources; b) pedagogical practices; c) learning and content development; d) policies, training and curricula. Although technologies have been incorporated as a mediating element in the teaching and learning process, they still appear incipiently in teacher training courses DISCUSSION. According to what has been analyzed, it should be considered that it is important to implement in the curriculum references related to knowledge, knowhow and technological skills. CONCLUSIONS. In addition, the research points to the need to correlate the implementation of educational policies, teacher training, the use of digital resources and the development of curricula that reinforce the knowledge of the use of technology to develop skills to incorporate technological practices in educational practice.