Resumen

LEON NARANJO, Javier Rubén; PLUAS BRIONES, Mariuxi Mercedes  y  SALAS VELIZ, Diana Elizabeth. Technological-pedagogical knowledge and teacher training: A systematic analysis. Revista InveCom [online]. 2026, vol.6, n.1, e601015.  Epub 15-Jul-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15231227.

The purpose of this review is to analyze the contribution of technological-pedagogical content knowledge (TPACK) to comprehensive teacher training. To this end, the study was conducted using a qualitative approach, using the systematic review method based on the PRISMA model. Searches were conducted in academic databases such as Scopus and Web of Science, covering the period between 2020 and 2025. After applying inclusion and exclusion criteria, 18 relevant studies were selected and analyzed to assess the technological and pedagogical competencies necessary to integrate technology in the classroom, as well as the opportunities, challenges, and impacts associated with implementing the TPACK model. In conclusion, the TPACK model proved to be fundamental for teachers to develop digital skills and integrate technology into their educational practices, provided they have ongoing training, adequate planning, and institutional support. Although it offers great opportunities, it also faces challenges such as a lack of technological resources, insufficient training, and the diversity of educational contexts, especially in rural areas. Therefore, overcoming these obstacles requires a practical approach tailored to each situation. This will allow the model to have a positive and sustainable impact on educational quality when implemented appropriately.

Palabras clave : digital competencies; teacher training; TPACK model.

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