The point of departure for the empirical analyses is a fieldwork’s mapping and investigation of Project InBetween as a professional and competence development program for clinical supervisors.
The manner in which supervisors practice, act and manage the inter-professional and cross-sectorial cooperation is studied. How the supervisors themselves perceive 'the sustainable development trends' in relation to the future development of the health service is also studied.
The theoretical framework draws on concepts from qualifications (Kjærsgaard, 1996) and professionality research (Olesen, 2004; Brante 1988, 2005), providing the basis for an analysis of conflicts between mono-professionalism and inter-professionalism. In continuation of this, concepts of organisational learning and professional learning allow analyses of the intended practices of Project InBeween and the actual supervisory and educational practices taking place (Argyris & Schön, 1996; Dale, 1988; Lave & Wenger, 1991) .

The paper is based on an ethnographic study of the (inter) professional supervision practices of Project InBetween (Kramer, 2018). During fieldwork throughout 2015-2016, I followed supervisors in this patient/citizen centered, inter-professional and cross-sectorial educational program, conducting on-going observations, spontaneous conversation, interviews and collecting document material. The study is inspired by the research methodologies presented by Hammersley and Atkinson (2007), Borgnakke (1996, 2013), Hastrup (2010) and Marcus (1995). In continuation of this, concepts of organisational learning and professional learning allow analyses of the intended practices of Project InBetween and the actual supervisory and educational practices taking place.

By retaining focus on the confrontation between the intentions of Project InBetween and the fieldwork’s investigations of the actual practices, the analyses show how platforms for developing supervisor communities across the professions are established. Analysis of the program retains focus on the actual practice of supervision processes and highlights how the communities of supervisors manoeuvre between the mono-professional, the customary and the new routines and standards of inter-professionalism. Close-up analyses of exemplary cooperative supervisory processes show how the interprofessional teams of supervisors develops "common understandings" at the levels of competence that, with a Dale-inspired formulation, are characterized as the supervision practice level K1 and the planning practice level K2 (Dale, 1988). Furthermore, it is found that the potential for operating on the meta-reflective K3 level is not fulfilled optimally. Here the analyses point towards the, as yet, undeveloped communicative competencies and pedagogical methods as an explanation for this.

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