HYBRID EDUCATION AND THE RECONSTRUCTION OF TEACHER TRAINING PRACTICES

Abstract

The study aimed to understand how hybrid education contributed to the reconstruction of teachers’ formative practices. It analyzed how the integration between face-to-face and virtual environments influenced teacher training and encouraged new ways of teaching and learning. The research was qualitative and bibliographic, based on works published between 2016 and 2025. The theoretical review identified concepts, practices, and methodologies associated with hybrid training, emphasizing the role of digital technologies and active methodologies. The results showed that hybrid education allowed teachers to develop greater autonomy, reflect on their practice, and adopt more interactive and contextualized teaching strategies. It was also observed that the main challenges were related to technological infrastructure and the need for continuous professional training. It was concluded that hybrid education represents a promising path for transforming formative practices, provided it is supported by institutional policies and teacher support. The study contributed to understanding the relevance of hybrid training in building a more reflective pedagogical practice and highlighted the need for further studies to deepen the analysis of formative experiences in this field.