DISTANCE EDUCATION FOR TEACHER TRAINING

Abstract

Distance education has stood out as a relevant and effective alternative for teacher training. In this article, aspects related to the bibliographic review methodology, results, pedagogical strategies, benefits, challenges and final considerations on this teaching modality were addressed. The bibliographic review allowed the analysis of studies and researches that show the effectiveness of distance education in teacher training, highlighting its flexibility, accessibility and ability to update knowledge. The results pointed to the effectiveness of pedagogical strategies such as the use of multimedia resources, virtual learning environments and synchronous and asynchronous interaction between teachers and students. Among the identified benefits, we highlight the expansion of access to training, the possibility of reconciling studies and professional activities, autonomy in the learning process and the use of innovative educational technologies. However, challenges were also discussed, such as the need for motivation and self-discipline, overcoming technological obstacles and the importance of adequate support from educational institutions. Considering the approached aspects, it is concluded that the training of distance teachers presents positive results in the pedagogical competence of the professionals, contributing to their updating, critical reflection and skill development. In addition, teachers' satisfaction with this type of training is evident, with emphasis on flexibility, interaction with colleagues and tutors, and professional recognition. Finally, the importance of an adequate pedagogical approach, the use of appropriate instruments, such as educational platforms and resources, and the promotion of tutoring and personalized feedback are highlighted to ensure the success of distance education in teacher training. Distance training is a relevant and necessary alternative for improving education, contributing to the professional development of teachers and, consequently, to the quality of teaching.