This conceptual paper is intended to highlight the need for instructional support for teachers and academic lecturers who enter the profession without formal pedagogy training, and discuss how this phenomenon can be addressed via healthy collegial practices and institutional support. The paper also emphasizes the need for those who enter the teaching profession to hold knowledge-seeking and knowledge-sharing attitudes. The author shares and discusses a number of critical behavioural characteristics observed among academics. From the review of literature on collegial practices and knowledge sharing, this paper encourages academic institutions not only to encourage collegial practices, but turn them into platforms to provide supportive services for professional enhancement. True collegiality must pave way for knowledge seeking and knowledge sharing, especially in the context of improving instructional and pedagogical practices.