Formación docente en informática aplicada a la didáctica: competencias, barreras, políticas y desafíos emergentes

This article presents a narrative review of teacher training in computer science applied to didactics and its role in the pedagogical integration of technologies in different educational contexts. A thematic synthesis of recent literature was conducted, organized around five axes: conceptualizations and scope of the field, key teaching competencies, institutional barriers and facilitators, policies and regulatory frameworks, and emerging trends. The results show that effective integration depends on the coherence between learning objectives, instructional design, technology selection, and assessment, rather than on the instrumental use of tools. Key competencies are identified that combine digital teaching competence, computational understanding, inclusion, and a willingness to adapt to professional change. Structural barriers related to infrastructure, connectivity, support, and contextual inequalities persist, while professional networks and situated learning act as facilitators when they are not overly bureaucratic. Furthermore, the expansion of artificial intelligence raises training demands, incorporating critical literacy, ethics, and academic integrity. The article concludes that sustainable innovation requires integrated models that articulate initial and ongoing training with institutional support and governance