This study examines the production of educational podcasts as a tool for teaching, instruction, and active learning, and their contribution to promoting social-emotional learning (SEL) and the pedagogical development of student teachers. The study was conducted in two academic courses at different institutions, where 44 students, including some teachers, were required to design and produce educational podcasts under the guidance of academics.

The conceptual framework is based on Vygotsky's constructivist theory, with an emphasis on instructional pedagogy - a space in which learners develop their skills through support and guidance. The work process included five structured stages: thematic research, script writing, recording, editing, and reflective listening to peers' podcasts. Students must express abstract ideas using accessible and creative language, develop advertisements for the target audience, and improve vocal communication skills such as diction, rhythm, and tone, while processing messages that are appropriate to their auditory learning characteristics.

These were collected through personal reflections written at the end of the production process, and were analyzed thematically. The main findings indicate that the audio-pedagogical production contributed to the development of pedagogical awareness among the students, who reported an increase in their sense of competence, the ability to work in a team, and a willingness to integrate critical thinking and cognitive-emotional sensitivity in learning planning. The reflections highlighted the importance of adapting to diverse audiences, the challenge of transforming abstract content into an accessible format, and the potential for repeated learning, a unique feature of the podcast as a learning tool.

The content analysis reveals that integrating podcasts into training processes contributes not only to improving content and technology skills but also to developing a flexible, attentive, and reflective professional identity. The podcast serves as a platform for active learning, fostering engaged discourse, and promoting student engagement as future learners and mentors for their colleagues and students.

The discussion presents the role of the lecturer as an independent facilitator who shapes the students, not the content, which can lead to pedagogical and group action. The potential of integrating SEL components into teacher training is emphasized through creative tools that promote personal expression, empathy, listening, and collective responsibility for learning.

In conclusion, the podcast is not just a technological product, but a profound pedagogical tool that enables a transition from teaching to guidance, from a unilateral space to a collaborative and reflective space, and from promoting knowledge alone to the multimedia development of personal, interpersonal, and educational skills. The research findings indicate the need and feasibility of systematically integrating podcasts as a tool for professional development in teacher training in the 21st century.

Keywords: Teacher Training, Instructional Pedagogy, Social-Emotional Learning (SEL), Educational Podcasts, Pedagogical Reflection.