Digital Technologies and Teaching Transformation in Technical Professional Education in Chile: A Longitudinal Study

This article analyzes the implementation of a teacher training program that combined in-person internships and virtual courses, aimed at strengthening the technopedagogical competencies of Technical-Professional Secondary Education (TPSE) teachers in Chile. Through a mixed methodology—with a qualitative predominance—the impacts, challenges, and projections of this training were evaluated based on semi-structured interviews with participating teachers and the analysis of quantitative program records. The results show that the in-person internships were perceived by teachers as spaces for collaborative learning and reflection on the pedagogical use of digital technologies. These experiences allowed the sharing of best practices, encouraged teamwork, and enriched the didactic approach through the use of digital tools. Additionally, the value of direct interaction was highlighted for enhancing teacher motivation and commitment. On the other hand, although the virtual courses faced greater tracking difficulties due to the lack of support and limited structural conditions, they also offered significant opportunities. They stood out for their flexibility, allowing teachers to manage their own learning and access updated resources in dynamic and adaptive environments. It is concluded that educational innovation processes with digital technologies require sustained institutional policies, professional recognition, and contextualized training strategies that enhance both in-person and virtual learning, promoting the comprehensive development of technopedagogical competencies.