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In France, support for beginner teachers is split between trainers with varying roles and responsibilities. It therefore appears essential to work to bring their practices closer together, not so much with a view to harmonization but to complementarity. This is the stated ambition of the action research we conducted with a transformative aim, supporting three trainers who formed a collective. Based on a historical-cultural theory of activity and the clinic of activity, we subjected a methodological approach to empirircal investigation, allowing us to understand the activity of the collective as a collective subject, thus going beyond traditional approaches focused on the interindividual level. Our research contributes to the understanding of the underlying processes in the formation of trainers into a collective.