Subject and project targets: To professionalize observations of students and to sensitize them for their perception and way of putting it into writing are the central aims of “Koblenzer network campus, schools and study seminars” (de Boer 2015). These aims contribute to an inclusive attitude of our students. The project, which exists since 2013, shows that all organisations which are responsible for education of teachers like school, study seminars and universities have different ideas and expectations when talking about pedagogical observations (Heinrich et al. 2013). The organizational context can be regarded as playing a major role in the constitution of these basic assumptions. Method: The basis of our research is formed by eight group discussions between postgraduate teachers and academics, which were analyzed combining content and conversation analysis. We recognized different kinds of expectations and practices, which result in different attitudes and value ethics. They shape the culture of the organization and are reflected in specific working methods during cooperation (Weick & Sutcliffe 2007). Realization: Postgraduate teachers measure the worth of pedagogical observations by their compatibility to administrative regulations. In the discussions they bring up the issue of a difference between observations focused on learning processes, which is the way observations are handled at the university, and the outcome oriented categories of administrative curricula as well as the intentions formulated in the ‚Orientierungsrahmen Schulqualität‘. Under these conditions there seem to be two challenges in the cooperation if it seeks to acquire coherence with regards to goals and methods: It requires the recontextualization of administrative guidelines and the negotiation of a shared meaning. This touches upon the established cultural practices in the organizations involved and necessitates the willingness of all actors to explicate the shared beliefs within their organizations.

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