Collaborating alone? Teachers’ and pedagogues’ unequal cross-professional collaboration and what it means for their professional learning in Danish schools
Bibliographic Data
| ID | 12928906 |
|---|---|
| Authors | Kari Kragh Blume Dahl (0000-0001-9345-5036, corresponding author) |
| Year | 2020 |
| Volume | 12 |
| Issue | 3 |
| Pages | 246-260 |
| Publication date | 2020-07-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1757743820943226 |
| OpenAlex | W3045531616 |
| Language | EN |
| Citations received | 1 |
| References cited | 39 |
Cross-professional collaboration in schools is a prerequisite for professional teaching practice and thus for professional development in many post-industrialized societies, yet little is known about how teachers with different professional backgrounds make meaning of and internalize cross-professional collaboration and how inequities in legitimacy and power in cross-professional collaboration affect professional learning. This article examines cross-professional collaboration and the professional learning it initiates between teachers and pedagogues (Danish term for childcare professionals) in Danish schools. Drawing on situated learning theory, critical psychology and Pierre Bourdieu, it explores teachers’ and pedagogues’ professional learning in conflictual cross-professional collaborations. The findings of the study document that cross-professional collaborations are spaces for negotiating and drawing professional boundaries and for producing hierarchies of different forms of professional capital, thereby re/producing dominant understandings of what constitutes teaching professionalism for teachers and pedagogues. The article concludes that cross-professional collaboratory practices may position and draw boundaries between the different professional groups, thus limiting productive learning
Pedagogy · Professional development · Professional learning community · Professional studies · Sociology · Collaborative Teaching and Inclusion · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Communities of Practice
Four Ages of Professionalism and Professional Learning
Co-Teaching in Inclusive Classrooms
Informal learning in the workplace
The Persistence of Privacy
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
The Fourth Way of Finland
The field of cultural production
Ethnic groups and boundaries
Persons in Structures of Social Practice
Outline of a Theory of Practice
Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibility among Danish schoolteachers
Teacher professional learning as a social practice
Fields and institutional strategy
Using thematic analysis in psychology
How institutions think
Situated learning theory and the pedagogy of teacher education
The teacher's soul and the terrors of performativity
In search of the essence of a good teacher
It's All In the Family
Responding to Our Critics
The Effects of Networked Professional Learning Communities
Situated Learning
Becoming a Hurdler
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |