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.
A Mon, study studied this question.