Abstract:

"Learning to learn" is considered one of the essential skills for lifelong learning, wherein students organize, manage, and are aware about their learning process. It is challenging because it requires them to have the ability to assimilate and process new knowledge and experiences, particularly important in students who are of school age and in a developmental process. In this new paradigm, adaptations to educational practices are required to enhance the student-centered learning in order to allow students to develop their autonomy and ability to self-regulated learning.

One of these educational practices is peer observation, which, through feedback, has the potential to provide opportunities for students to develop a variety of self-regulated learning strategies to contribute to the development of their metacognitive and cognitive skills of their self-efficacy and of the quality of the tasks carried out (Kong & Teng, 2023). At the same time it helps, increasing their confidence, motivation and collaboration. Previous learning experiences can contribute to the development of self-regulated learning strategies (Kuisma & Nokelainen, 2018; Rendeiro & Duarte, 2007).

This study takes place within the scope of the WAY Project (Who saw you and who sees you), which is currently underway and aims to promote pedagogical practices that allow students in Basic and Secondary Education to develop self-regulated learning skills through peer observation and peer feedback. Specifically, this work focuses on three classes from the 10th year of Portuguese Secondary Education in a School Group located in the region of Trás-os-Montes and Alto Douro, Portugal. The pedagogical interventions in these classes are centered around the process of observation and peer feedback.

The interventions generally involved carrying out a learning task in groups, where each group defined roles: the student observer (who observed and recorded, using a script, the involvement of colleagues in carrying out the task, and subsequently provided feedback to their colleagues) and the observed students (those performing the task).

This work aims to understand, through the students' voices (their perceptions), how peer observation and feedback contributed to their self-regulated learning. A qualitative methodology was adopted, employing semi-structured focus group interviews with 6 students (two from each of the three classes). The interviews focused on peer observation and feedback practices. Qualitative analysis was conducted using NVIVO software.

Preliminary results show that students:
1) recognize improvements in their learning;
2) are satisfied/motivated in relation to autonomy in learning in a group; and
3) they value the role of the observer, which allows them to identify positive aspects in relation to their colleagues, aspects of improvement in their colleagues’ and in their own tasks, and to provide feedback that allows them to overcome the group's challenges.

We conclude that peer observation and feedback are fundamental elements for the development of self-regulation of learning, and that practicing to be an “observer” or an “observed” proves to be a pedagogical practice that shows positive results according to students' perceptions.

Keywords:

Peer observation, feedback, self-regulated learning, high School.