Educational Alternatives, Volume 20, 2022

Abstract: This self-collaborative study is a longitudinal study describing the journey of two pedagogical guides who were the first to lead training in the PDS model and served as critical members. The study examines the training experience, how we perceive it within the model, and ways to promote it. The research tools included: a personal reflection diary of each, documenting the joint conversations and dialogues with the coaching teachers. The study's findings indicated three main periods: the PDS model introduction phase, the implementation phase of the model, and the implementation phase as an integral part of the training for teaching. Also, two key aspects were identified in each period: the challenge of professional development of a professional learning community and the challenge of co-teaching. Despite our initial positions prior to entering the model, we were able to overcome the gap and experience an empowering experience that impacted us professionally as instructors. In this journey, we have moved from adapting to professional growth.