TEACHER TRAINING IN THE FRAMEWORK OF UNDERSTANDING DIGITAL COMPETENCIES FOR THE DEVELOPMENT OF TEACHING PRACTICES

Abstract

Teacher training within the framework of digital competencies must be comprehensive, oriented toward understanding how these skills enhance meaningful pedagogical practices adapted to current challenges. In educational processes, in an increasingly digitalized and connected world, this essay aims to characterize teacher training based on the incorporation of digital competencies in Colombia. Therefore, this article adopts a qualitative approach, based on an interpretive paradigm and a hermeneutic method. The main finding is that it is important for this training to be participatory and contextualized, fostering spaces for exchange among teachers where they can share experiences, best practices, and challenges. Professional collaboration fosters a more reflective and innovative educational community around the use of ICTs. Therefore, the essay concludes by discussing how teacher training within the framework of digital competencies must be comprehensive, oriented toward understanding how these skills enhance meaningful pedagogical practices adapted to current challenges. Therefore, teacher training must position digital skills as a means to improve educational quality, inclusion, and equity. It is not limited to technical proficiency but integrates assessment, pedagogical creativity, and the ability to design, implement, and review technology-supported teaching practices. The goal is for teachers to transform their classrooms into a digitally mediated, critical, and collaborative learning environment.