The current study aimed to investigate the contribution of Academia Colleague as a clinical model to the professional development of pre-service teachers. An interview consisting of 8 questions, a questionnaire consisting of 24 paragraphs, as well as a measurement of teaching tendencies, which consisted of 4 domains and 35 paragraphs, were the major instruments used in the study. The qualitative research method was employed to address, analyze, and interpret the concerned phenomenon (domain of the research) within its natural context. This was done in tandem with the descriptive analytical approach of a sample of 13 pre-service teachers who constituted the study community. Results of the study showed that the incorporation of the proposed clinical model contributed to the professional development of the participants and promoted numerous positive aspects, including active participation, collaborative learning, personal and collective responsibility, procedural research (applied research), clinical-critical thinking, and socio-emotional learning (SEL). The program also promoted positive tendencies towards the teaching profession at large. The results also showed no statistically significant relationship between the teaching tendencies and the participants’ grade point average (GPA).

<p style="text-align: justify;">The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.</p>