The importance of innovative pedagogical practices in the training teacher towards acting in EAD

Abstract

We live in the technological age, in which the teacher is appointed a digital immigrant and needs to be able to plan and propose diversified activities to digital natives (apprentices) however, it is perceived that in the initial teacher training there is a gap1 related to the use of Digital Communication Technologies and Information (TDIC), a fact that directly impacts pedagogical practices. It is notorious that the learners of this generation evoke didactic strategies that not only make them protagonists of their learning but help them develop skills and competences for life. In this context, the general objective of this work was to promote innovative pedagogical practices in teacher education to work in distance education. From the readings performed, it is concluded that it is still a distant reality to insert innovative pedagogical practices in teacher education since, the mark of a traditional teaching still perpetuates both in face-to-face teaching and in education to distance, either due to the lack of knowledge of the new methodologies, as well as the resistance of teachers to change their teaching practice out of fear or insecurity. This research has a qualitative approach and the theoretical foundation was constructed through bibliographic reviews, articles, books and journals.