In 2014, the presenters began an independently-produced podcast featuring discussions about various aspects of language education. Although the initial goal of this project was to explore the format while talking about areas of mutual interest, an appreciation began to grow of how collaborative dialogue, in which interaction leads to a co-construction of new ideas and perspectives, can contribute to professional development. To capture this dynamic, the concept of the critical co-presentership was developed – a version of the well-established reflective practice of a critical friendship, but one that takes place within a recorded and publicly available format. This presentation reports on research conducted to explore the concept of the critical co-presentership through a process of duoethnographic reflection, in which two participants juxtapose their respective life histories in order to provide complex and nuanced perspectives on a particular phenomenon. This research led to a deeper conceptualisation of the critical co-presentership, which revealed broader implications for language teacher development. Results suggest that a discussion format that includes a time limit and awareness of a listening audience can assist the participants in defining concepts, connecting individual perspectives with universal themes, and engaging in critical discussion of classroom practice.