Teaching could be challenging for new teachers who just graduated from college.
It takes courage, knowledge, creativity, and experience to be a good and
professional teacher. The purpose of this study is to investigate whether
Collaborative CPD (Continuing Professional Development) can scaffold pre
service teachers' pedagogical competencies. The research employed a qualitative
approach involving the case study research method. Five pre-service teachers
enrolled in an English Education from one University, located in Bogor, were
involved in this study to explore the potency of Collaborative Continuing
Professional Development (CPD) in one of the English Department Students
Association's teaching work programs named “Teaching English with EDSA”. The
data were collected by collecting teaching journals that pre-service teachers had
written after they taught as a form of documentation and one-on-one interviews.
The data were analyzed using Miles and Huberman’s theory (1994). The findings
indicated that Collaborative CPD scaffolds pre-service teacher pedagogical
competencies by fostering safe learning environments, promoting student-centered
practices, and improving assessment skills. Pre-service teachers benefited from
shared ideas and continuous reflection, leading to dynamic classrooms and fair
assessments. For further study, it is recommended to determine whether additional
training is effective to promote pre-service teachers' ability to compiling and
interpreting learning progress reports to inform instructional decisions.

Keywords: Collaborative CPD, Pedagogical Competence, and Pre-service
Teacher