The Transformative Role of Peer Learning Projects in 21st Century Schools--Achievements from Five Portuguese Educational Institutions

Autor/inn/en	Carvalho, Ana Raquel; Santos, Carlos
Titel	The Transformative Role of Peer Learning Projects in 21st Century Schools--Achievements from Five Portuguese Educational Institutions
Quelle	In: Education Sciences, 11 (2021), Artikel 196 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Carvalho, Ana Raquel) ORCID (Santos, Carlos)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Transformative Learning; Peer Teaching; Program Effectiveness; Program Implementation; 21st Century Skills; Soft Skills; Skill Development; Student Centered Learning; Elementary Secondary Education; Higher Education; Teacher Attitudes; Student Attitudes; Educational Innovation; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Peer group teaching; Peer Group Teaching; Kompetenzentwicklung; Qualifikationsentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Schülerverhalten; Instructional innovation; Bildungsinnovation; Ausland
Abstract	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. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01