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This study investigates what contributions the implementation of a peer coaching program as a tool for continuing education has on the process of professional development in the pedagogical practice of English teachers. Peer coaching as a subcategory of coaching is still a little-known concept: the status of equality between fellow teachers, the non-evaluative nature and the fact that participants are in control of the process distance this formative process from more traditional forms of coaching. The research involves topics such as initial language teacher training in Brazil, the reflective teacher, continuing language teacher training, coaching and peer coaching. This is an interpretivist research project in the form of action research. The research records were collected through an initial questionnaire, recorded semi-structured interviews, field notes and a dialogued diary. The results indicate that the collaborative activities promoted the generation and transfer of knowledge between the participants and thus fostered their professional growth.