Densten and Gray (2001) support this view, adding that leadership development depends on active reflection.
A peer learning group (PLG) of five was formed; their goal to identify an area for change within their practice, justified by available evidence, and to formulate a plan of implementation.
A literature search revealed this to be a feasible initiative.
The work of the PLG was to be delivered to an audience of peers through a presentation. Sullivan & Garland (2010) distinguish groups from teams and discuss the concept of how groups are transformed into teams, and the necessity for a thorough understanding of this process for effective team leadership and management.
Conversely, Topping (2005) adopts a cynical stance by implying that the application of peer learning strategies by educational establishments is simply gathering together a group of individuals and hoping for the best.
Co-operative learning is said to reinforce learning amongst group members through discussion and peer review, while collaborative learning is socially constructed knowledge assuming the negotiation of the individuals different perspectives (Will, 1997).
Morhman et al (1995) define a team as a group of individuals working together to produce a product or service for which they are all mutually accountable.
They have a shared goal and are interdependent in it’s accomplishment, their interactions producing the collective result.
Sullivan & Garland (2010) maintain that strong group cohesiveness fosters greater personal support and cooperation amongst the group, which again was evident in our group.
However, Slavin (1996) acknowledges the constraints of learning in this manner as each team member has limited time/exposure to the other members learning topic.