TEACHER EDUCATION AND EDUCATIONAL INNOVATION: INTEGRATION BETWEEN REFLECTIVE PRACTICE, ACTIVE METHODOLOGIES, AND THE ETHICAL USE OF TECHNOLOGIES

Abstract

This article analyzes the integration between reflective practice, active methodologies, and the ethical use of technologies within the context of contemporary teacher education. Based on a qualitative bibliographic research, the study discusses how technological and sociocultural transformations impose new challenges and pedagogical possibilities on teaching practice. Drawing on authors such as Freire, Moran, Kenski, Pimenta, and Bezerra, the research highlights that teacher education must go beyond its technical and instrumental dimensions, assuming a critical, investigative, and ethical nature. Reflective practice is understood as the core axis of educational innovation, as it enables teachers to transform experience into knowledge and develop intellectual autonomy. Active methodologies, in turn, emerge as strategies that strengthen student protagonism and pedagogical mediation, fostering collaborative and meaningful learning. The ethical use of technologies is identified as an essential condition for ensuring an inclusive, responsible, and humanizing education. It is concluded that the articulation between reflection, innovation, and ethics constitutes a new formative paradigm in which teachers are conceived as researchers, mediators, and agents of social transformation.