Professional cooperation among different profession cultures at all-day schools-Essential results of a qualitative research project

Within the research project "Professional Cooperation among Different Profession Cultures at All-Day Schools" the cooperation system at 15 schools was analyzed. The research was conducted in three German federal states (Brandenburg, Saxony-Anhalt and Lower Saxony) and in each case at five schools. Based upon a cooperation- and profession-theoretical approach the following research questions were crucial: What ideas of professional cooperation have headmasters and teachers as well as school-internal partners (such as school social workers etc.) and school-external partners (such as enterprises and associations etc.)? What kind of cooperation practices can be observed? What consequences for the professional self-concept and action result from the specific demands of all-day schools? What kind of cooperation-success do the analyzed groups perceive? The project was funded by the German Federal Ministry of Education and Research and forms an addition to the nationwide "Study on the Development of All-Day Schools" (StEG). Using a qualitative research design, cooperation as the most important aspect for successful all-day schools was systematically analyzed in this project. In this article we focus on presenting the research results with the help of the research questions concerning perceptions of professional cooperation, practice(s) of cooperation, and outcomes of cooperation.