USE OF DIGITAL PLATFORMS AND VIRTUAL LEARNING ENVIRONMENTS IN TEACHER TRAINING

Abstract

The objective of this study was to analyze the use of digital platforms and virtual learning environments in teacher training, with the aim of identifying the main obstacles and possibilities that these emerging technologies present in the contemporary educational scenario. To achieve this goal, we used a literature review approach, which includes a thorough analysis of scientific articles, books and official documents relevant to the subject, with the aim of understanding how these tools have been integrated into teacher training. The results of this study indicated that, despite the challenges encountered, such as the lack of adequate technological infrastructure and teachers' resistance to adopting new technologies, digital platforms have great potential to personalize learning, foster collaboration among educators and innovate pedagogical practices. Therefore, this study highlighted the importance of establishing public policies that promote digital inclusion and continuous teacher training, as well as the urgency of a critical evaluation of the use of technologies in education. Therefore, it is concluded that the effective incorporation of digital technologies in teacher training requires joint action between educational institutions, government agencies and educators themselves, with the aim of establishing a more inclusive and cooperative teaching environment.