DIGITAL EDUCATIONAL RESOURCES (DERS) IN TEACHER EDUCATION: A NEW DIRECTION IN TEACHER TRAINING

Abstract

This article stems from a genuine desire to understand how Digital Educational Resources (DERs) can transform not only teaching practices but also the very approach to teacher education. In a context where technology permeates multiple dimensions of life, neither schools nor educators can be left behind - nor should they be forced into pathways that lack listening and care. Based on qualitative bibliographic research, this study analyzes works published between 2018 and 2023 that empathetically explore the challenges, fears, attempts, and achievements of teachers learning to teach with digital support. The findings reveal that, despite the lack of infrastructure in many schools, limited ongoing training, and the insecurity regarding digital practices, there is significant potential in teaching when accompanied by support, time, and active listening. The study argues that DERs should not be viewed as trends or obligations, but rather as opportunities. Teacher education must begin from where each educator is, with what they have, honoring their pace and valuing their journey. Ultimately, teaching with technology is, above all, continuing to teach with humanity.