CONTINUING TEACHER TRAINING FOR DIGITAL INCLUSION: APPROACHES, CHALLENGES AND IMPACTS ON PEDAGOGICAL PRACTICE

Abstract

This article presents a systematic review of the literature on continuing education for teachers for the inclusive use of digital technologies in the educational context. The incorporation of these technologies has the potential to transform pedagogical practices, but their effective application depends directly on teacher training. The study investigated successful practices, recurring challenges, and gaps in continuing education programs, based on national and international publications from the last ten years. The methodology followed the principles of Kitchenham (2004) and Gough, Oliver, and Thomas (2017), including the definition of inclusion and exclusion criteria, search in renowned databases, analysis, and synthesis of the data collected. The results reveal that effective programs combine the development of technical skills with a contextualized pedagogical approach, promoting critical reflection and adaptation of digital tools to the specificities of classrooms. However, challenges persist, such as lack of resources, resistance to technological innovations, and the absence of adequate institutional support. It was also found that approaches such as the TPACK (Technological Pedagogical Content Knowledge) model offer promising paths for effective integration between technology, pedagogy, and content. This study reinforces the need for continued investment in public policies and training programs that ensure equitable digital inclusion, contributing to more accessible and innovative education.