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.

在学校中，跨专业合作是专业教学实践的前提，因此也是许多后工业化社会发展专业的先决条件，但对于具有不同专业背景的教师如何理解和内化跨专业合作以及合法性的不平等性知之甚少跨专业协作中的能力和力量会影响专业学习。本文探讨了跨专业的合作及其在教师和教育者之间发起的专业学习（丹麦语中的托儿专业人员）。它利用情境学习理论，批判心理学和Pierre Bourdieu，探索了在跨专业交叉合作中教师和教学者的专业学习。该研究文件的发现表明，跨专业合作是谈判和划定专业界限以及产生不同形式的专业资本层次结构的空间，从而重新产生了对构成教师和教育工作者教学专业性的主导理解。文章得出结论，跨专业的协作实践可能会在不同专业群体之间定位并划定界限，从而限制了生产性学习。