A Promoção da Aprendizagem Autorregulada através da Observação e Feedback entre Pares no Projeto WAY

Princípios de Ação e Operacionalização do Projeto

Abstract

Self-regulated learning (SRL) is recognised as an essential competence for training autonomous, reflective and critical students. Among the teaching practices that can promote AAR, those that prioritise collaborative and reflective processes in the classroom stand out. Peer observation and feedback are exemples of such practices, and its potential to promote SRL in differente levels of schooling was investigated in the WAY Project (“Who sAw You then, Who sees You know!”). Based on a Design-Based Research methodology, this project mobilises iterative cycles of design, implementation and evaluation, involving more than 800 students from four Portuguese school clusters. Data collection combines quantitative (MSLQ) and qualitative (observation’ records and focus groups) methods, ensuring robustness and depth in the analysis. Preliminary results indicate that peer observation contributes to the development of cognitive, metacognitive and resource management strategies, although with less impact on motivation. It also contributes to strengthening classroom cooperation dynamics and the consequent development of interpersonal skills. Despite the additional demands on teachers and students in terms of lesson planning and organisation, peer observation and feedback proved to be a decisive factor in improving self-regulation. With dissemination strategies already underway, the project’s findings highlight the potential of this approach to transform teaching practices towards the training of more autonomous and participative learners.