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Academic Paper from the year 2021 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 1.00, University of Reading (Institute of Education), language: English, abstract: This paper explores the reasons for the teachers’ reluctance to engage in the collaborative tasks, and also the implications this has for collaboration as a tool for professional development. There is increased attention on Continuing Professional Development of teachers for the purpose of improving the quality of teachers’ practices and improving pupils’ learning experiences and achievement and overall quality of education. One important aspect of teachers’ CPD that is championed is ‘collaboration’. CPD through collaboration can be considered as an intensive interaction that engages educators in opening up their beliefs and practices to investigation and debate. Collaborative CPD can cover a number of activities ranging from working together with colleagues in informal, unplanned ways to structured, more formalized communities of inquiry or learning communities. Among the potential benefits of Collaborative CPD are sharing knowledge, understanding and experiences and enhancing reflective practices to support professional development. One point is clear that teachers’ willingness to actively engage in or to collaborate for the purpose of their professional development is crucial for collaborative CPD. While there are several benefits that come with collaborative CPD, some teachers in the Zambian context are reluctant to collaborate. Why would teachers be reluctant to collaborate?