Challenges and opportunities in teacher training in the Dominican Republic

Abstract

Teacher training is key to quality education in primary school, essential for child development and inclusion. Although there has been progress in coverage, challenges remain in curricular updating, continuous training and teaching improvement. The objective of this study was to analyze the current state of teacher training in the Dominican Republic, including government policies, initial and continuing training programs, and teachers' working conditions. The type of research was documentary, which made it feasible to search for research and studies associated with the topic developed. The technique was the bibliographic review based on the search for articles and authors who discussed public policies in universities mediated by technologies, following the phases of selection of topics, bibliographic filtering and interpretative development of the findings. Among the results, public policies constitute a way to implement and the possibility of enhancing the formative processes assuming digital technologies. As conclusions, teacher training is key for quality education in the Dominican Republic and Latin America, in order to strengthen training, integrate technologies and address diversity, which will help to face the challenges of the 21st century.