DISTANCE TEACHER TRAINING IN ICT: FROM A TECHNOCENTRIC APPROACH TO TEACHING INNOVATION

The training of teachers in Communication and Information Technologies (ICT) is a basic prerequisite for upgrading the quality of education. In the international literature, reference is often made to the process of transition from a technocentric approach, which aims at the acquisition of technical skills, to a more oriented pedagogical perspective, which utilizes new technologies as a means to transform learning and shape teaching innovations. Through the bibliographic analysis, the effects of distance training programs on teachers, teaching, teaching innovation, and in general on the strengthening of the learning process are presented.This study constitutes a systematic qualitative literature review that attempts to highlight the need for training programs that combine theory with practice,promote modern teaching methods and techniques, utilize the experiences and experiences of teachers, while at the same time satisfying their real needs. Through a critical narrative review of international literature (1995-2025), the present study identifies consistent evidence that insist distance ICT training enhances teachers self-efficacy and pedagogical use of technology, while also revealing a persistent gap between technical training and pedagogical transformation.Particular emphasis is placed on collaborative practices, educational design that creatively utilizes ICT, but also on cultivating a critical attitude towards technology. After all, the transition from a technocentricto a pedagogical model of training requires both the acquisition of knowledge and skills, as well as a change of philosophy that leads to more creative and meaningful forms of learning for students and teachers.