This  research describes an  Action Research in the Elementary School Department of the David Yellin Academic College of Education.

The research question: How do the processes of cooperative learning by a group of pedagogical advisors affect their professional development, their lessons on didactics and the practical experience of their students?

A significant percentage of students who successfully complete their studies in the colleges of education have a sense of frustration and encounter difficulties during their first years as teachers. The students attest to a gap they experience when they get involved in education – between the training process at the college and the skills, and strategies they need to cope with the demands of the various pupils in heterogenic classes.

This gap experienced by the students requires us, those who train them, to thoroughly examine the entire training process for which we are responsible.

The role of the pedagogical advisors is a complex and unique one in the teacher training system and the research interest in it in is still relatively new (Kainan and Asaf, 2004; Lunenberg et al, 2007).

Three main viewpoints characterize pedagogical advisory work in College of Education (Keinan and Asaf, 2004):

The first center around the students, with the advisor's main task to provide emotional support for them. The assumption is that when personal conflicts are solved the students will be able to persevere in their work and to develop into good teachers (Silberstein and Katz, 1994; Buber, 1963).this guidance style  is common among most of the pedagogical advisors in the elementary school department.

The second viewpoint- assumes that the training should be done within the school context and be based on case studies, which better prepare the students to function in complex and uncertain situations (Silberstein, 2002). The learning should emphasize practical knowledge for teaching in a heterogeneous classroom. The guidance style of these advisors characterized as teaching-oriented with a formative and creative professional viewpoint (Keinan and Asaf, 2004), or as a cognitive professional style (Schuck et al,2008). This is "clinical," detailed guidance, supported by clear standards and applications related to the required educational standards (Cochron-Smith & Power, 2010).

The third viewpoint, which is called the integrated viewpoint, is a combination of the first two presented above (Tomer, 2000).

The purpose of this research is to propose a way of changing the training process, through a cooperative learning session of the pedagogical advisors. The proposed change is designed to strengthen and broaden the style of pedagogical advising to teaching-oriented style (the second viewpoint) basing it on clear standards, and on meticulous and spiral teaching about tools, skills and practical strategies designed to help the students do a better job of dealing with the task of teaching as teachers in heterogenic classes, (Cochron-Smith & Power, 2010), as well as throughout their professional careers.

The findings of this research might help the learning processes and development of pedagogical advisors in various training programs, by presenting a rich potential of professional development along with difficulties and obstacles.

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