Sentence examples for collegial learning from inspiring English sources

The integrated approach of the project has fostered collegial learning activities among the participating teachers and offered them opportunities for continued renewal and professional development of teacher competencies in astronomy and space science.

Our collegial learning activities started with a shared reading, video or a dilemma which was carried through to discussions in smaller groups.

Every start I have told them you are not reading for my sake but for the collegial learning in this group (T. J).

This issue can further be related to the discourse of professional learning communities (Stoll et al. 2006) and collegial learning as a way to strengthen knowledge among the teachers which in turn benefit students' learning (Timperley 2012).

A number of learners felt that ' a mixture of both [VI and non-VI] … has its benefits' (FGPR34) providing opportunities for both collegial interaction and personalised learning.

Essential to operationalize the concept of shared decision making is the creation of an infrastructure that promotes collaborative and collegial relationships and a nurturing, learning environment to foster accountability in practice at all levels.

In this climate, a new kind of leadership is evolving with the specific purpose of facilitating collegial professional learning and the development of quality student learning in schools and preschools.

Environments that are collaborative, collegial, and supportive may enhance greater engagement of medical students for learning clinical medicine and the greater engagement may lead to improved preparedness for postgraduate clinical training.

The survey items were spread across eight domains: ED environment, clinician skills and roles, treatment, interdisciplinary collegial interaction, systems factors, views on death and dying, priorities for intervention and learning needs with further items including demographic details and access to PC services and education.

The methods, including the Plan-Do-Study-Act cycles and learning collaboratives described in this systematic review, can assist this process by developing collegial environments within which this reflective group practice can occur.

In short, ICU clinicians could benefit from learning and employing basic mediation skills in the ICU environment to further therapeutic and collegial relationships regardless of whether conflict exists.