Transformative teaching: the synergy of paragogy and peer assessment in teacher training courses
DOI:
https://doi.org/10.37134/jrpptte.vol15.2.1.2025Keywords:
Paragogy, peer assessment, postgraduate student, teacher education, transformative teachingAbstract
The need for more creative approaches that emphasise active and collaborative learning is being recognised by teacher education more and more. The insufficiency of traditional models in training educators for the needs of contemporary classrooms underscores the pressing need for revolutionary educational methods. By examining the experiences of 15 postgraduate student teachers engaged in curriculum and instruction courses, this qualitative case study investigates how paragogy and peer assessment might be integrated into teacher training programs. Three sources of data namely focused group interviews, assessment exercises, and classroom observations were garnered for data analysis. As part of the evaluation process for their courses, these students engage in peer assessment activities. Three major themes emerged from the study's thematic analysis, which involved participant interviews and classroom observations: ongoing professional and personal assistance, informal constructive criticism, and peer-assisted learning. The findings add to the continuing conversation regarding successful tactics in the current educational environment by highlighting the collaboration between paragogy and peer evaluation as a catalyst for innovative teaching approaches in educator preparation programs.
Downloads
References
Allen, R. E. S., & Wiles, J. L. (2016). A rose by any other name: Participants choosing research pseudonyms. Qualitative Research in Psychology, 13(2), 149-165. https://doi.org/10.1080/14780887.2015.1133746
Alt, D., & Raichel, N. (2022). Problem-based learning, self- and peer assessment in higher education: Towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370-394. https://doi.org/10.1080/02671522.2020.1849371
Asomah, R. K., Agyei, D. D., & Ntow, F. D. (2023). Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach. Contemporary Mathematics and Science Education, 4(1), ep23001. https://doi.org/10.30935/conmaths/12540
Asregid, D., Mihiretie, D. M., & Kassa, S. A. (2023). Teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching. Cogent Education, 10(2), 2257121. https://doi.org/10.1080/2331186X.2023.2257121
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://psycnet.apa.org/doi/10.1037/0003-066X.37.2.122
Blondeel, E., Everaert, P., & Opdecam, E. (2024). Does practice make perfect? The effect of online formative assessments on students’ self-efficacy and test anxiety. The British Accounting Review, 56(4), 101189. https://doi.org/10.1016/j.bar.2023.101189
Boylan, M., Adams, G., Perry, E., & Booth, J. (2023). Re-imagining transformative professional learning for critical teacher professionalism: A conceptual review. Professional Development in Education, 49(4), 651-669. https://doi.org/10.1080/19415257.2022.2162566
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications Ltd.
Cao, W., & Yu, Z. (2023). Exploring learning outcomes, communication, anxiety, and motivation in learning communities: A systematic review. Humanities and Social Sciences Communications, 10, 866. https://doi.org/10.1057/s41599-023-02325-2
Chakyarkandiyil, N., & Prakasha, G. S. (2023). Cooperative learning strategies: Implementation challenges in teacher education. Problems of Education in the 21st Century, 81(3), 340-360. https://dx.doi.org/10.33225/pec/23.81.340
Chong, S. W., & Lin, T. (2024). Feedback practices in journal peer-review: A systematic literature review. Assessment & Evaluation in Higher Education, 49(1), 1-12. https://doi.org/10.1080/02602938.2022.2164757
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C., W. Y. (2016). 21st century skills development through inquiry-based learning: From theory to practice. Springer Singapore. https://doi.org/10.1007/978-981-10-2481-8
Colognesi, S., Vassart, C., Blondeau, B., & Coertjens, L. (2020). Formative peer assessment to enhance primary school pupils’ oral skills: Comparison of written feedback without discussion or oral feedback during a discussion. Studies in Educational Evaluation, 67, 100917. https://doi.org/10.1016/j.stueduc.2020.100917
Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Pearson/Merrill Prentice Hall.
Darling-Hammond, L. (2021). Defining teaching quality around the world. European Journal of Teacher Education, 44(3), 295-308. https://doi.org/10.1080/02619768.2021.1919080
Darvishi, A., Khosravi, H., Sadiq, S., & Gašević, D. (2022). Incorporating AI and learning analytics to build trustworthy peer assessment systems. British Journal of Educational Technology (BJET), 53(4), 844–875. https://doi.org/10.1111/bjet.13233
Deneen, C. C., & Hoo, H. -T. (2023). Connecting teacher and student assessment literacy with self-evaluation and peer feedback. Assessment & Evaluation in Higher Education, 48(2), 214-226. https://doi.org/10.1080/02602938.2021.1967284
Denzin, N. K. (2009). The elephant in the living room: Or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139-160. https://doi.org/10.1177/1468794108098034
Dutta, S., He, M., & Tsang, D., C. W. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3), 35-46. https://doi.org/10.33495/jerr_v11i3.23.111
Ekambaram, A. (2024). Knowledge sharing and learning in projects - Focusing on time restriction. IOP Publishing Ltd: IOP Conference Series: Earth and Environmental Science. https://doi.org/10.1088/1755-1315/1389/1/012024
Haro, A. V., Noroozi, O., Biemans, H., J. A., Mulder, M., & Banihashem, S. K. (2024). How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning? Interactive Learning Environments, 32(9), 5459-5478. https://doi.org/10.1080/10494820.2023.2215822
Herlo, D. (2014). Paragogy: A new theory in educational sciences. Journal Plus Education, 10(1), 35-41. https://www.uav.ro/jour/index.php/jpe/article/view/213/227
Hogg, L. M. (2018). Empowering students through peer assessment: Interrogating complexities and challenges. Reflective Practice, 19(3), 308-321. https://doi.org/10.1080/14623943.2018.1437404
Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). Developing student competence through peer assessment: The role of feedback, self-regulation and evaluative judgement. Higher Education, 80, 137-156. https://doi.org/10.1007/s10734-019-00469-2
Iglesias-Pérez, M. C., Vidal-Puga, J., & Pino-Juste, M. R. (2022). The role of self and peer assessment in Higher Education. Studies in Higher Education, 47(3), 683-692. https://doi.org/10.1080/03075079.2020.1783526
Javed, F. (2024). Transformative learning strategies for effective teaching and learning in digitized higher education. Jurnal Pendidikan, 25(1), 14-19. https://doi.org/10.33830/jp.v25i1.7330.2024
Lam, C. N. C., Hadina Habil, & Siew, M. H. (2022). A mobile application developed for scaffolding ESL learners in providing peer feedback. Journal of Nusantara Studies (JONUS), 7(2), 291-313. https://doi.org/10.24200/jonus.vol7iss2pp291-313
Le, H. V., & Nguyen, L. Q. (2024). Promoting L2 learners’ critical thinking skills: the role of social constructivism in reading class. Frontiers in Education, 9, 1241973. https://doi.org/10.3389/feduc.2024.1241973
Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193-211. https://doi.org/10.1080/02602938.2019.1620679
Li, L., & Kim, M. (2024). It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education. Australasian Journal of Educational Technology, 40(1), 1-18. https://doi.org/10.14742/ajet.8821
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Lukins, J. M., Able, H., & Hume, K. (2023). Novice teachers’ implementation of evidence-based practices in autism education: Examining the roles of preparation and perception. Focus on Autism and Other Developmental Disabilities, 38(1), 5-16. https://doi.org/10.1177/10883576221144734
Madden, J. (2023). The influence of the St. Edward’s teacher as researcher initiative on teacher professional learning. Open Journal of Social Sciences, 11(12), 107-124. https://doi.org/10.4236/jss.2023.1112010
Mathrani, A., Sarvesh, T., & Umer, R. (2022). Digital divide framework: Online learning in developing countries during the COVID-19 lockdown. Globalisation, Societies and Education, 20(5), 625-640. https://doi.org/10.1080/14767724.2021.1981253
Mohammad Arsyad Arrafii. (2023). Assessment reform in Indonesia: Contextual barriers and opportunities for implementation. Asia Pacific Journal of Education, 43(1), 79-94. https://doi.org/10.1080/02188791.2021.1898931
Muhammad Noor Abdul Aziz, & Fathiyyah Abu Bakar. (2022). From zero to hero: Embedding paragogy in assisting non-major students in achieving the CLOs. 6th Inspirational Scholar Symposium 2021. http://utlc.uum.edu.my/images/2021/ebook/e-PROCEEDING_ISS_2021.pdf
Nor Fazlin Mohd Ramli, Farina Tazijan, Azianura Hani Shaari, & Wang, N. A. (2023). Identifying 21st-century skills gap in the ESL/EFL Malaysian postgraduate education system. Asian People Journal (APJ), 6(2), 119-135. https://doi.org/10.37231/apj.2023.6.2.551
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2013). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42, 533–544. https://doi.org/10.1007/s10488-013-0528-y
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). SAGE Publications, Inc.
Perveen, A., Hazalizah Hamzah, & Fatanah Ramlee. (2020). Effectiveness of self-esteem based interventions to enhance self esteem and academic achievement among undergraduate students. International Journal of Advanced Science and Technology, 29(8), 1973-1983. https://scholar.google.com/scholar?oi=bibs&cluster=3269652124565965246&btnI=1&hl=en
Petrychenko, O., Petrichenko, I., Burmaka, I., & Vynohradova, A. (2023). Changes in modern university: Challenges of today and development trends. Transport Systems and Technologies, (41), 74-83. https://doi.org/10.32703/2617-9059-2023-41-6
Prestridge, S., & Cox, D. (2023). Play like a team in teams: A typology of online cognitive-social learning engagement. Active Learning in Higher Education, 24(1), 3-20. https://doi.org/10.1177/1469787421990986
Qadir, J., Abd-Elhamid M. Taha, Yau, A. K. -L., João, P., Hussain, S., Al-Fuqaha, A., & Muhammad Ali Imran. (2020, June). Leveraging the force of formative assessment & feedback for effective engineering education. 2020 ASEE Virtual Annual Conference Content Access, Virtual On line. http://dx.doi.org/10.18260/1-2--34923
Setterington, N. A., McLean, S., & Woods, A. (2023). Design, implementation, and evaluation of students as partners interactive feedback model. Advances in Physiology Education, 47, 181-193. https://doi.org/10.1152/advan.00182.2022
Sharma, K., Nguyen, A., & Hong, Y. (2024). Self-regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies. British Journal of Educational Technology, 55(4), 1398-1436. https://doi.org/10.1111/bjet.13459
Siti Nur Fathanah Abd Hamid, Muhammad Haziq Zaini, Wan Saidatul Nasuha Wan Maizon, Nor Azira Ayob, & Farzana Izzati Abdullah. (2024). Engaging synergetic pedagogical approaches for higher education: An innovative teaching plan for educators. Journal of Administrative Science, 21(1), 314-332. https://jas.uitm.edu.my/images/2024_APRIL/15.pdf
Sousa-Vieira, M. R., López-Ardao, J. C., Fernández-Veiga, M., & Rodríguez-Rubio, R. F. (2023). Study of the impact of social learning and gamification methodologies on learning results in higher education. Computer Applications in Engineering Education, 31(1), 131-153. https://doi.org/10.1002/cae.22575
Sroyprapai, P., Songsriwittaya, A., Kaewrattanapat, N., & Nittayathammakul, V. (2025). The cloud-based remote learning via digital media ecosystem to enhance learning engagement among undergraduate students in engineering education. Studies in Media and Communication, 13(2), 96-111. https://doi.org/10.11114/smc.v13i2.7524
Sánchez-Cruzado, C., Campión, R. S., & Sánchez-Compaña, M. T. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858
Toyokawa, Y., Horikoshi, I., Rwitajit Majumdar, & Ogata, H. (2023). Challenges and opportunities of AI in inclusive education: A case study of data-enhanced active reading in Japan. Smart Learning Environments, 10, 67. https://doi.org/10.1186/s40561-023-00286-2
Trujillo, J. M., DiVall, M. V., Barr, J. T., Gonyeau, M. J., Van Amburgh, J. A., Matthews, S. J., & Qualters, D. M. (2009). Development of a peer teaching-assessment program and a peer observation and evaluation tool. American Journal of Pharmaceutical Education, 72(6), 147. http://hdl.handle.net/2047/d20002373
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147-161. https://doi.org/10.1080/1360144X.2019.1659797
Vygotsky, L. S. (1978). Tool and symbol in child development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: Development of higher psychological processes (pp. 19-30). Harvard University Press.
Yin, R. K. (2013). Case study research: Design and methods (applied social research methods) (5th ed.). SAGE Publications, Inc.
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students' cognitive abilities: A systematic review. Smart Learning Environments, 11, 28. https://doi.org/10.1186/s40561-024-00316-7
Zhang, D., & Hwang, G. -J. (2023). Effects of interaction between peer assessment and problem-solving tendencies on students’ learning achievements and collaboration in mobile technology-supported project-based learning. Journal of Educational Computing Research, 61(1), 208-234. https://doi.org/10.1177/07356331221094250
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Muhammad Noor Abdul Aziz, Siti Noor Aneeis Hashim, Saifolrudin Khalid Mahzan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
