DIGITAL SKILLS FOR TEACHERS: PREPARING EDUCATORS FOR THE 21ST CENTURY

Abstract

This study investigated the gaps and challenges in the training of digital skills for teachers, with the aim of analyzing how initial and continuous training programs address teacher training in the use of digital technologies. The research adopted a qualitative approach, with a bibliographic review of articles, dissertations and books relevant to the theme. The study revealed that, despite improvements in teacher training policies, there are still significant gaps in the preparation of teachers for the pedagogical use of digital technologies. It was identified that initial training does not prepare educators, while continuous training proved to be essential for adapting to constant technological changes. The analysis also highlighted that, although training programs have shown effectiveness when they offered practical and contextualized training, teacher resistance and lack of infrastructure still represent obstacles to the adoption of technologies in schools. The final considerations indicated the need for studies on the effectiveness of different models of digital training and on how technologies can be integrated into the educational curriculum, in addition to emphasizing the importance of continuous training for teachers. The research contributed to the understanding of the challenges in the formation of digital skills and suggested that investigations be carried out to improve pedagogical practice in the digital context.