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The aim of this paper is to describe the influence that the Physical Education working group from the Education Sciences Institute of Autonomous University of Barcelona has had in the personal and teaching identity development of its members. This group bases its work on cooperative learning in Physical Education. The paper reflects how shared experiences, beliefs and tasks contribute to the development of the working group members, through the analysis of the importance of the in-service teacher education and the mutual support between teachers as collective learning processes. The methodology employed is the autobiographical story using the collective life story. Despite being told in first person, it responds to a collective writing process based on «Letters to a teacher» written by Barbiana's pupils (1970), where the experiences and the reflections of the working group members are shared. As a result of this process, we can conclude that belonging to a group can be of primary importance for the professional and personal development of a teacher. With this in mind, collaborative in-service teacher education resources like working groups are

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Educación Física Cooperativa, formación permanente y desarrollo profesional. De la escritura colectiva a un relato de vida compartido (Cooperative Physical Education, In-service Teacher Education and professional development. From the collective writing t