Abstract

SANTANA CASTRO, Evelin Katherine  and  MORALES VASQUEZ, Evelin Estefanía. Professional Teacher Development Program in the Digital Era: A Theoretical Analysis. Rev. Sci. [online]. 2025, vol.10, n.35, pp.257-274.  Epub Oct 02, 2025. ISSN 2542-2987.  https://doi.org/10.29394/scientific.issn.2542-2987.2025.10.35.12.257-274.

This study addresses the need for innovation in education through a theoretical analysis of teacher professional development programs in the digital era. The main objective was to analyze the theoretical foundations of teacher professionalization programs and their adoption of digital modalities. This qualitative and descriptive research was based on a systematic literature review, using the PRISMA method to select scientific articles published between 2021 and 2025. From 15,900 initial results, 9 studies were selected that met relevance and currency criteria. The results revealed three fundamental dimensions in teacher professionalization: pedagogical (updating and gamification), teleological (technological integration), and deontological (axiological training). A direct correlation between teachers' digital competence and student performance was identified, as well as the importance of integrating training programs into institutional strategic plans. The study concludes that teacher professional development programs require comprehensive reformulation that integrates these dimensions into a coherent framework, prioritizing the development of digital competencies and fostering collaborative environments to effectively respond to contemporary educational challenges.

Keywords : teacher professional development; digital competencies; continuing education; educational innovation; educational technology.

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