Teacher training in the design of learning scenarios and peer assessment

Abstract

This article presents and analyses the results of an exploratory study conducted with teachers who had participated in a training course on active learning scenarios, in order to understand the benefits and constraints they identified in terms of (1) confidence to implement more dynamic learning situations with students, and (2) implementation of sustainable formative assessment strategies based on constructive peer feedback. Data was collected through an online questionnaire and analysed qualitatively and quantitatively. The analysis clearly shows the positive impact of the training on developing teachers’ confidence in creating active learning scenarios and implementing formative peer assessment, highlighting the crucial role of the digital tools used in this progress. On the other hand, the intention to implement the scenarios addressed does not seem to be associated with factors such as age, professional experience, previous experience with scenarios or peer assessment, revealing some caution and scepticism about the effective implementation of these methodologies in the classroom. Participants’ perceptions suggest the influence of other aspects related to their professional contexts.