The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10773/31249 |
Resumo: | Rethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners’ academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students’ (PTS) perceptions of these projects’ purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills’ improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners’ schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools. |
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The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutionsPeer learningInnovative practicesPedagogical transformation21st century skillsMixed methodsRethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners’ academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students’ (PTS) perceptions of these projects’ purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills’ improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners’ schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools.MDPI2021-04-26T15:11:56Z2021-05-01T00:00:00Z2021-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/31249eng10.3390/educsci11050196Carvalho, Ana RaquelSantos, Carlosinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T12:00:22Zoai:ria.ua.pt:10773/31249Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:03:11.597293Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions |
title |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions |
spellingShingle |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions Carvalho, Ana Raquel Peer learning Innovative practices Pedagogical transformation 21st century skills Mixed methods |
title_short |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions |
title_full |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions |
title_fullStr |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions |
title_full_unstemmed |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions |
title_sort |
The transformative role of peer learning projects in 21st century schools: achievements from five Portuguese educational institutions |
author |
Carvalho, Ana Raquel |
author_facet |
Carvalho, Ana Raquel Santos, Carlos |
author_role |
author |
author2 |
Santos, Carlos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Carvalho, Ana Raquel Santos, Carlos |
dc.subject.por.fl_str_mv |
Peer learning Innovative practices Pedagogical transformation 21st century skills Mixed methods |
topic |
Peer learning Innovative practices Pedagogical transformation 21st century skills Mixed methods |
description |
Rethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners’ academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students’ (PTS) perceptions of these projects’ purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills’ improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners’ schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-26T15:11:56Z 2021-05-01T00:00:00Z 2021-05 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10773/31249 |
url |
http://hdl.handle.net/10773/31249 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.3390/educsci11050196 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
MDPI |
publisher.none.fl_str_mv |
MDPI |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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