In-service teachers seeking for professional development (PD) opportunities are often restricted to seminars, workshops and conferences. The emergence of those sessions are even more noticeable in the post-covid era when PD webinars are conducted on a regular basis, and teachers often allocate time to join those sessions in search for innovations and new ideas in English language teaching. However, those session are being considered problematic as they fail to reflect what actually happens in the classroom (Timperley, 2011), and in certain situations, teachers participating in workshops or seminars might not even understand the importance of the knowledge imparted by the presenters who are often experts in the field (Muijs et al., 2014). Cooperative Development (CD), a form of collaborative reflection that involves collaborating with others for self-development, can be considered a good alternative, for it falls into a generally better constructivist model of LTE (Mann & Walsh 2017). 

This presentation first introduces the concept of Cooperative Development proposed by Julian Edge, after which a framework of a typical CD session is analysed, followed by hands-on, useful activities for teachers to apply CD within their institutions.

Keywords: teacher education, professional development, continuing professional development, reflective practice, cooperative development