TECHNOLOGIES AND LEARNING BETWEEN PRACTICE AND TEACHING REFLECTION: CHALLENGES AND POSSIBILITIES IN TEACHER TRAINING IN DIGITAL CULTURE

Abstract

Teacher training in times of digital culture reveals contradictions that permeate teaching concepts, learning styles, and the meanings attributed to the teaching profession. Daily interaction with connective technologies transforms not only school environments but also perceptions of pedagogical authority and the collective authorship of knowledge. This work aims to examine how educational practices mediated by digital resources relate to reflective processes and impact the formation of professional identity. The research adopts a bibliographical approach, based on works that explore the links between technological innovation and a commitment to comprehensive and critical training. It is observed that strategies focused solely on the instrumental dimension can reduce the formative potential and weaken educators' autonomy. In contrast, experiences based on collaboration and shared listening reveal the capacity to renew the meanings attributed to the act of teaching. The data analyzed show that investing in continuing education requires considering relational, ethical, and affective aspects, overcoming simplified views. Recognizing the plurality of the digital context implies accepting uncertainty as part of practice and opening spaces for dialogue between established and emerging knowledge. It follows that cultivating a sensitive professional culture, committed to inclusion and critical thinking, is essential to the democratization of technologies in education.