Active Methodologies and Digital Technologies in the Continuing Education of Teachers

Abstract

This study presents a literature review on active methodologies in continuing teacher education,  highlighting the importance of these approaches in the current educational context. The objective is to  explore how active methodologies and Digital Information and Communication Technologies can be  incorporated into teacher training to promote innovative pedagogical practices. The qualitative  bibliographic research, based on content analysis, reviewed Brazilian dissertations and theses published  in BDTD in the last six years. Active methodologies include Problem-Based Learning, Project-Based  Learning, Flipped Classroom and Gamification, highlighted as essential strategies to promote  pedagogical innovations and improve the quality of teaching. The results indicate that the combination  of active methodologies and DICTs has significant potential to transform pedagogical practice, making  it more interactive, collaborative, and student-centered. The discussion highlights opportunities, student  engagement, improved learning, and challenges such as resistance to change and lack of access to  digital resources. It is concluded that there is a need for continuous and adapted training of teachers to meet emerging educational demands, promoting a more inclusive and effective education. This study  contributes to the understanding and implementation of innovative pedagogical practices in the  continuing education of teachers.