Chapter 6: Curriculum, teaching practice, and training in digital technologies for teachers

This chapter of the book represents a comprehensive theoretical reflection on the curriculum, teaching practice, and teacher training in digital technologies. The text is the result of a high-level academic analysis based on Mishra and Koehler's (2006) TPACK (Technological Pedagogical Content Knowledge) model. The reflection connects TPACK with a practical curriculum, thus distancing itself from a technical perspective. The components of the model are analyzed: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK), as well as their synergistic intersections. It is pointed out that the relationship between the practical curriculum and TPACK is crucial for the training of educators and their adaptation to contemporary needs. The authors conclude that the adoption of this framework promotes contextualized teaching, in which technology interacts with and reinforces the role of the teacher, requiring constant updating in the discipline and practice. The TPACK model becomes a key curricular reference for addressing the training needs of today's society.