THE USE OF ONLINE PLATFORMS FOR ENGLISH TEACHING: CHALLENGES AND POSSIBILITIES IN TEACHER TRAINING

Abstract

This article aimed to analyze the challenges and possibilities of using online platforms in English teaching and their implications for teacher training. The research was conducted through a qualitative bibliographic study, based on national and international academic productions, as well as official documents such as the BNCC. The methodology involved collecting, reading, and critically analyzing works that address the impact of digital technologies on the teaching-learning process, drawing on authors such as Kenski, Leffa, and Moran. The results showed that digital platforms foster student autonomy, broaden access to authentic materials, and promote collaborative learning, strengthening motivation and student protagonism. On the other hand, challenges emerged such as digital exclusion, lack of teacher preparation, and the absence of consistent institutional policies to integrate technological resources critically and creatively. It is concluded that the use of online platforms for English teaching can be a promising path for pedagogical innovation, provided it is associated with solid and continuous teacher training that prepares educators to face the demands of the digital era and promote inclusive and quality education.