THE RECONFIGURATION OF DISTANCE EDUCATION IN TEACHER TRAINING PROGRAMS TOWARD A BLENDED LEARNING MODEL: PERSPECTIVES, CHALLENGES, AND IMPACTS ON TEACHER EDUCATION

Abstract

Technological and educational transformations over recent decades have promoted significant changes in higher education models, especially in teacher education programs. In this context, distance education has undergone a reconfiguration process that favored the consolidation of the semi-presential model, characterized by the integration of face-to-face activities and virtual learning environments. This movement has intensified debates regarding educational quality, pedagogical innovation, and the competencies required for contemporary teaching practice. Therefore, this study aimed to analyze the perspectives, challenges, and impacts of the transition from distance education to the semi-presential model in teacher education programs. This is an integrative literature review with a qualitative, exploratory, and descriptive approach, based on national and international studies published between 2021 and 2026. The search was conducted in recognized scientific databases using descriptors related to hybrid education, teacher education, and semi-presential teaching. Data were analyzed through thematic content analysis, allowing the organization of findings into analytical categories. The results showed that the semi-presential model promotes student autonomy, development of digital competencies, curricular flexibility, and integration between theory and pedagogical practice. However, challenges related to technological infrastructure, pedagogical qualification, inequalities in access, and curricular reorganization remain. It is concluded that the consolidation of hybrid teaching depends on consistent pedagogical planning, institutional investment, and continuous teacher training, aiming to strengthen more critical, innovative, and contemporary educational processes.