Writing is widely accepted as a tool in the personal and professional development of teachers. Among other forms of teacher writing, writing for publication is rather unusual as it requires courage to share ideas and unfavourable working conditions prevent teachers from finding time and space to write for publication in the first place. In this study, 21 teacher-authors who have published in Humanising Language Teaching, an online open-access journal and forum for teachers, report on how their publications contributed to their own personal and professional development. The reports show that the teacher-authors do not see themselves primarily as writers but as teachers who intend to inform peers about their professional lives. The participants report that writing gives them a feeling of satisfaction in that they have gained a sense of membership to an international community. They also state that writing for publication helps them to reflect on their classroom practice and to develop research skills.