Pedagogical coordinators play an essential role in monitoring and developing teachers’ continuing education, but to perform this role, they need to build their professional identity through solid and conscious training. This study analyzes the challenges faced by pedagogical coordinators in monitoring teachers’ continuing education and proposes strategies to overcome them. Despite the extensive literature on the role of pedagogical coordinators and continuing education, few studies address pedagogical mediation in the context of Brazilian private schools. The research, which used a qualitative approach, used content analysis as a data processing technique, and developed a bibliographic review, discussion group with coordinators, on-site pedagogical intervention, and discussion of the results. The study involved eight coordinators from five private schools in Manaus/AM. The results highlighted the importance of the coordinator as a mediator of teacher education, but highlighted challenges such as the accumulation of administrative and pedagogical tasks often combined with job diversion, in addition to difficulties in articulating theory and practice and resistance on the part of teachers. The research concluded that adequate training of the coordinator and institutional recognition of their work are essential factors to minimize these difficulties and strengthen their practice. Thus, strategies that promote support and appreciation of the work of the pedagogical coordinator can increase their effectiveness in monitoring teacher training, contributing to the improvement of teaching and learning.