Sentence examples for engaging in professional development from inspiring English sources

I have thrived through engaging in professional development, facilitated by mentorship from experienced social workers.

One particularly useful application of these tests is for teachers to administer them to their students after instruction, but prior to the teachers engaging in professional development.

The AHRRTS program's focus on continuing professional development tailored to the learning requirements of individual health practitioners across the span of their careers provided a structured pathway to engaging in professional development for informants.

Interview data, analyzed with a grounded theory approach, showed that when dealing with professional development, the FL teachers had to decide whether to (1) engage in professional development activities, and (2) maintain their engagement with or without a supportive community.

As division teams of coaches and teachers engage in professional development that integrates mathematics learning and engineering design principles within their own curricular materials, they can become a sustained STEM leadership presence in their school communities.

The analyses in this contribution have shown that teachers who engage in professional development tend to use computers more often, put more emphasis on the teaching of ICT skills and have a stronger sense of ICT self-efficacy than their skeptical colleagues.

These collaborations can impact and improve not only how these teachers innovate classroom learning, but also how they work together and engage in professional development for years to come.

Due to geographic isolation, the opportunities for HCWs to engage in professional development and monitoring of their practice were limited.

The more streamlined STAR mini-institute appears to be an effective mechanism for communicating scientific teaching to faculty with limited time to engage in professional development activities.

It is rare to encounter undergraduate science instructors who have the opportunity to regularly engage in professional development and conversations with colleagues about effective science teaching, that is, who have access to a professional learning community (Lave and Wenger, 1991).

Those who did engage in professional development reported activities such as attending education conferences and workshops, participating in a faculty learning community, working with a teaching mentor, and participating in a national training program.