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This programme also helped some of them to aspire for further professional learning.
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While forest users gained more confidence in the current forest management plan and were motivated to further participate, professionals learned more specific things.
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).
Collaboration and the exchange of knowledge, ideas, and information are further known to lie at the core of professional learning communities (Stoll et al. 2006).
Key outcomes from this study suggest: (1) empowering cooperating teachers; (2) designing professional learning for their mentoring practices; and (3) further investigating their thinking and reasoning in practicum settings.
This is a fascinating experience of intercultural professional learning.
The fifth professional learning activity is the sharing of information.
In the 2017 2018 academic year, a monthly professional learning community for teachers is being led by the project team staff to maintain regular connection with the teacher-mentors and offer further development in the cognitive apprenticeship model of inquiry-based learning.
They argued that professional learning communities position teachers as active learners and typically ground learning in teachers' professional practices and research on effective practices.
This paper illustrates the role of professional learning in building teacher confidence, and explicates how confidence relates to professional capital.
In addition, results indicate that both students and audit professionals consider the IPLE a positive professional learning experience.
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