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This text presents a review of the international literature, notably anglo-saxon, on a form of collective activity (cooperative learning) and how it relates to the issue of teacher training (seen here as professional development). How can/does the former foster the latter? What interest does it hold in terms of the further development of teachers’ professional abilities and skills? Is the connection obvious? These are the main questions we raise. Aside from the fact that the know-how of trainers and teachers who are experienced in cooperative learning should also be taken into consideration, there are undoubtedly opportunities in this area for future research in education in France, especially for those who study the introduction of cooperative cultures in schools, from the point of view of both pupil and teacher.