TEACHER EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: ACTIVE METHODOLOGIES AND EMERGING TECHNOLOGIES AS STRATEGIES FOR PEDAGOGICAL INNOVATION

The incorporation of Artificial Intelligence, active methodologies, and emerging technologies into educational processes has brought about significant changes in the ways teaching, learning, assessment, and pedagogical experiences are organized. In this context, teacher education assumes a strategic role, since pedagogical innovation does not automatically result from the presence of technologies, but rather from professionals’ ability to integrate them critically, ethically, and in alignment with educational objectives. This study aims to analyze how teacher education, combined with active methodologies and emerging technologies, can contribute to the innovation of pedagogical practices in the age of Artificial Intelligence. Methodologically, it is characterized as bibliographic research with a qualitative approach and exploratory-descriptive objectives, grounded in scientific literature and institutional documents related to teacher education, Artificial Intelligence, active methodologies, digital competencies, and educational innovation. The literature indicates that methodologies such as problem- and project-based learning, the flipped classroom, and collaborative practices can enhance student participation, autonomy, and agency, while emerging technologies can support personalization, resource development, access to data, and the diversification of forms of knowledge representation. However, these possibilities depend on teaching competencies related to planning, critical curation, AI literacy, assessment, ethics, data protection, and continuous professional development. It is concluded that pedagogical innovation in the age of Artificial Intelligence requires teacher education that goes beyond instrumental approaches and enables the integration of pedagogical knowledge, digital competence, critical thinking, and professional responsibility.