Situated and peer learning: a new way of learning
Abstract
Introduction: In Mexico, there are two million nineteen thousand six hundred thirty-two teachers in 255,589 schools, according to data from the National Institute of Statistics and Geography (INEGI, 2024). In Durango, there are 22,146 teachers in Basic Education, of whom new teachers or those with few years of service play a crucial role in the consolidation of educational reforms and the implementation of innovative pedagogical approaches in Mexico. The main objective of this research is to analyze the impact of peer-to-peer learning and its influence on the improvement of teaching practices. Methods: Quantitative, correlational, descriptive, and longitudinal research (February to June 2024). Twenty-four subjects from different educational levels (10 men and 14 women) aged 23 to 26 participated, with one of the exclusion factors being having less than three years of experience. The main results were improvements in indicators such as the recovery of prior learning, the implementation of learning strategies, motivation, and formative assessment. The conclusions is that situated and peer-to-peer learning not only benefits current students but will also strengthen the education system in the long term, preparing future generations to face the challenges of an increasingly complex and interconnected world.
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