TEACHER EDUCATION FROM THE PERSPECTIVE OF EDUCATIONAL AND TECHNOLOGICAL INNOVATION

Abstract

The study aimed to understand how teacher education contributed to the development of innovative pedagogical practices mediated by digital technologies. Its main goal was to analyze teacher training from the perspective of educational and technological innovation, considering theoretical, methodological, and practical aspects related to the use of Digital Information and Communication Technologies in education. The research was bibliographic and qualitative, based on the analysis of books, chapters, and articles published between 2017 and 2025. The data were organized into thematic categories involving teacher education, pedagogical innovation, neuroscience, and digital culture. The results showed that the integration of technology into teaching practice depends on continuous and humanized teacher education, institutional support, and public policies aligned with school contexts. It was found that educational innovation is linked to the teacher’s ability to combine technical knowledge, sensitivity, and creativity. The connection between neuroscience and technology was shown to enhance the understanding of cognitive and emotional learning processes, contributing to more reflective and meaningful practices. It was concluded that teacher education aimed at innovation requires a critical and ethical approach sustained by the dialogue between science, technology, and education.