The project is centered around the collaboration between teachers and pedagogues (childcare workers/assistant teachers) in relation to a supportive educational framework in Danish schools called understøttende undervisning (Supportive education).  The collaboration between teachers and childcare workers has yet to reach its full potential (Rambøll 2015) – which among other things is meant to embrace the possibility for the supportive education to function as means of bettering inclusion (UVM 2013). My research aims at finding keys to what promotes or hinders collaboration between teachers and childcare workers especially in regards to barriers to collaboration such as the socialization and the cultures of different professions (Friend & Cook 2016) in the context of three different Danish schools as workplaces. Theoretically the project applies practice theory (Schatzki  1996) and a focus on habits and problem solving from pragmatist theory (Dewey  1922). This theoretical outset is chosen as a means to integrate social, structural and individual perspectives on collaboration.

In addition to the focus on collaboration between teachers and childcare worker the project explores the motivation of pupils to participate in the supportive education. Research shows that pupils motivation for participating in the supportive education is very low (Rambøll 2015). This in turn impedes the possibilities of the supportive education to function as a factor that can improve inclusive intentions in schools. Therefor the project furthermore seeks to investigate if, or how, the collaboration between teachers and childcare workers affect pupils motivation for participating in the supportive education.

Dewey, J. (1922): Human Nature and Conduct. An introduction to social psychology. Henry Holt & Company New York. Friend, M., Cook, L. (2016): Interactions: Collaboration Skills for School Professionals. 8th Edition Loose Leaf Version. Pearson Kvale, S., Brinkman, S,. (2009): Interview: en introduktion til et håndværk. Kbh.: Hans Reitzels Forlag Mcdonald, S.(2005): Studying actions in context: a qualitative shadowing method for organizational research. Qualitative Research Vol. 5 (4)455-473 Rambøll (2015): Rapport-Understøttende undervisning samt lektiehjælp og faglig fordybelse i folkeskolen. Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Schatzki, T. (1996):Social Practices – A Wittgensteinian Approach to human activity. Cambrigde University Press Undervisningsministeriet (2013): Almindelige bemærkninger til temaindgangen der vedrører understøttende undervisning: lokaliseret på https://www.uvm.dk/~/media/UVM/Filer/Folkeskolereformhjemmeside/Lovtekster/140210%201%203%20Understoettende%20undervisning.pdf. d. 05.04.16