Professional development has a significant impact on the quality of teaching. However, teachers facing employment risk can scarcely rely on collective activities. Therefore we wanted to know whether a professional association could provide a relevant response to this problem. More specially, we analysed the example of teachers of moral education programs facing employment risk between 1990 and 2010 at a time when professional training in the field was scarce. In the article the case of moral education is first presented. Afterwards, results of an analysis of documents and interviews are exposed. The results show how a small informal support group progressively developed into a professional association, the Association québécoise d'enseignement moral (AQEM), which took on responsibility for the professional development of its members through continuous training activities at annual conferences and through publication of a professional magazine that is distributed to all of the school boards in Quebec.